3b49dd25-bab2-4605-aed3-82038d8c20f720251013105111899naun:naunmdt@crossref.orgMDT DepositInternational Journal of Education and Information Technologies2074-131610.46300/9109http://www.naun.org/cms.action?id=3037131202513120251910.46300/9109.2025.19https://npublications.com/journals/educationinformation/2025.phpThe Impact of Digital Learning Tools on Student Engagement in Secondary Schools in Northern Saudi ArabiaAbdullahAleneziDepartment of Curriculum and Instructional Technology, Northern Border University, Arar, Saudi ArabiaAbdulhameedAleneziDepartment of Instructional Technology, Jouf University, Jouf, Saudi ArabiaThe study examines the usage of digital platforms and student engagement in secondary schools in urban and rural areas of Northern Saudi Arabia. Empirical data were collected from 30 schools (15 urban, 15 rural) through quantitative surveys and teacher-reported metrics on engagement. The study examines four popular platforms—Madrasati, Google Classroom, Microsoft Teams, and WhatsApp—through three domains of engagement: behavioural, emotional, and cognitive. The results reflect significant differences in the platform's effectiveness, teacher digital fluency, and infrastructure accessibility. Madrasati proved to be the best-performing platform, recording mean cognitive engagement scores of 4.3/5 for urban school learners vis-à-vis 3.5/5 for rural learners. Google Classroom and Teams proved to be of medium effectiveness, whereas WhatsApp, despite widespread usage in the countryside (75%), recorded the lowest cognitive engagement (2.3/5). Urban learners had significantly higher platform usage overall, with 94% claiming personal device availability and 89% having stable internet connectivity, compared to 57% and 43%, respectively, for rural learners. Teacher preparedness was significantly linked to student participation. Within urban schools, 85% of the teachers were formally trained and registered, with an average 4.3/5 score of digital fluency, while just 41% rural educators were similarly prepared, with an average fluency score of 2.8/5. These gaps demonstrate that technology implementation in isolation cannot be adequate without equal investment in infrastructure and educator development. The research concludes that effective digital learning depends not solely on platform accessibility but equally on teacher capacity and national capability. Policy suggestions highlight targeted capacity building, the localization of platforms, and increased infrastructure to guarantee inclusive digital involvement to align with Vision 2030.101320251013202514415215https://npublications.com/journals/educationinformation/2025/a322008-015(2025).pdf10.46300/9109.2025.19.15https://npublications.com/journals/educationinformation/2025/a322008-015(2025).pdf"Alghamdi, A. (2022). 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