Prioritization of the Components of Learning Technology in Education Using Analytic Hierarchy Process

The aim of this study was to identify and prioritize the components of learning technology in education in Fars province. This research adopted an exploratory mixed-method design for instrument development. Purposive sampling, with the criterion of theoretical saturation, was used to select key experts. Data were collected through upstream documents and semi-structured interviews with 22 experts. Data analysis was performed using thematic analysis, and indicators and criteria were identified. In the second stage, the identified indicators were weighed using Expert Choice software. Based on the rank and weight of the main criteria and the degree of inconsistency of the pairwise comparison matrix, the indicators identified were as follows: individual empowerment, interaction with the environment, system capability, learning sharing, and knowledge sharing. Also, considering the overall degree of inconsistency, it can be said that the results are generally reliable. Readiness for change, individual empowerment towards a collective perspective, attitude towards technology, and principles of the use of technology had the most weight among the indicators. The results of this study provide education managers in the field of learning technology with valuable information to take basic steps to improve and enhance the quality and effectiveness of learning technology by adopting principled policies in this regard.