Impact Of Contextual Factors Of Faculty On Multimedia Integration In Curriculum Delivery In Basic Education Colleges

The purpose of this research was to explore the correlations between the dimensions of multimedia integration in education and the impact of contextual factors on these dimensions. The research is based on the positivist paradigm with quantitative approach under the survey strategy. The sample size is 257 faculty members from Colleges of Basic education in Kuwait where multimedia is widely used in imparting education. The correlational analysis has indicated that perceived usefulness (PRU) of multimedia usage has a strong correlation with student engagement (STE) and course flexibility (CRF). The Analysis of Variance (ANOVA) revealed that the training received by the faculty, the experience of the faculty in using multimedia, and courses taught by the faculty had an association with all the dimensions of multimedia integration, educational qualification had an association with perceived ease of use (PEOU) and STE, and socioeconomic status had an association with all the dimensions except PRU; whereas, gender,age, and designation of the faculty had no statistically significant association with the dimensions of multimedia integration. These revelations have led to practical implications in the form of suggestion to the top-level leadership of the colleges and the educational multimedia developers, which include, strengthening of professional development programs, fostering a mentorship culture among faculty, investing in user-friendly multimedia technologies, faculty involvement in the multimedia content development, allocating resources for flexible curriculum design, and a focus on student engagement and teaching effectiveness.