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Article

Sustainability in E-Learning: E-Books and Academic Procrastination among Secondary Students

by
Ensaf Nasser Al Mulhim
1,* and
Yara Ahmed Mohebeldin Zaky
2
1
Department of Curriculum and Instruction, Faculty of Education, King Faisal University, Al-Ahsa 31982, Saudi Arabia
2
Faculty of Specific Education, Ain Shams University, Cairo 11566, Egypt
*
Author to whom correspondence should be addressed.
Sustainability 2023, 15(20), 14668; https://doi.org/10.3390/su152014668
Submission received: 10 September 2023 / Revised: 5 October 2023 / Accepted: 8 October 2023 / Published: 10 October 2023
(This article belongs to the Special Issue E-learning and Smart Education for Sustainable Development in Education)
Versions Notes

Abstract

:
This article investigates the extent of academic procrastination among secondary school students in the Kingdom of Saudi Arabia who utilize sustainable digital learning materials, specifically e-books, compared to those who rely on printed books in a traditional face-to-face learning environment. A sample of 336 first-year secondary school students was randomly recruited and divided into two experimental groups based on their preference for either electronic or printed textbooks. An online survey was employed to assess academic procrastination. The findings indicate no statistically significant differences in the impact of textbook formats (electronic versus printed) on academic procrastination among secondary school students. This study emphasizes the importance of employing e-books instead of printed books as sustainable digital learning resources, thereby contributing to sustainable education and the preservation of natural resources. Furthermore, this research could serve as part of a broader series of studies investigating the effects of integrating sustainable digital resources into education on students’ psychological development, study habits, and educational outcomes.

1. Introduction

A sustainable education system offers environmental, economic, and social sustainability, providing educational opportunities for present and future generations. One of the most important aspects of sustainability in education is the choice of educational materials. The use of reusable sustainable digital learning materials such as electronic books (e-books) is highly encouraged [1,2]. According to Manalu [3], e-books have many advantages, allowing students and teachers to access educational materials faster and more effectively from anywhere and at any time. E-books can also be stored securely and easily updated without the need to print new permanent copies, which increases the utilization of educational materials and reduces the use of natural resources. For these and many other reasons, e-books are becoming increasingly popular in educational settings worldwide [4], and researchers have become interested in examining their effectiveness in terms of improving learning outcomes. Many studies have compared the effectiveness of printed versus electronic books, with conflicting conclusions. Some have suggested the superiority of printed books over e-books [5,6,7], while others were in favor of e-books [8,9,10]. This may be due to students’ perceptions and reading preferences being influenced by Zipf’s principle of least effort, as discussed by Mizrachi [11]. According to this principle, students are inclined to choose a book format (whether electronic or printed) that balances the ease, convenience, and cost of reading with the time and effort required to achieve effective learning.
After the COVID-19 pandemic, the Saudi Ministry of Education introduced a number of new online courses for K-12 students in the academic year 2022/2023 through the “Madrasati” learning management system. These courses were developed based on four e-learning standards established by the Saudi National Center for E-Learning, focusing on design, interaction, equality and accessibility, and evaluation. The goals of these electronic courses are to support and ensure the quality of online learning, enhance learning outcomes, enable standardized assessment, and increase motivation through the use of multimedia [12]. By implementing e-learning and adhering to international best practices, the aim is to provide a consistent and flexible educational experience that promotes equal access to education, a lesson learned from the COVID-19 pandemic in line with sustainable development goals.
Subsequently, the Ministry of Education implemented a policy prohibiting the printing physical copies of textbooks and encouraging the use of digital materials [13]. This was a new situation for both students and teachers, who were accustomed to having physical copies of books, even during the pandemic. To explore the potential effects of this new policy, a focus group interview was conducted with seven teachers who taught the newly launched course “Digital Skills”. The teachers identified several issues related to student behavior, such as incomplete assignments, missed submission deadlines, and reduced academic performance, which raised concerns about what is known as academic procrastination among students. This concern aligns with previous studies which indicate that the use of e-learning tools may increase students’ tendency to procrastinate. Moreover, studies such as that of Rockinson-Szapkiw et al. [14] also revealed that textbook formats may affect students’ study behaviors and habits, including academic procrastination [15,16,17]. Academic procrastination is a widespread problem among students and can greatly affect their academic achievements [18]. Numerous studies have cautioned against allowing such behavior to persist, as it may become ingrained in students’ habits and negatively impact their psychological development [19,20,21,22,23,24,25].
However, there is limited information available regarding students’ attitudes and behaviors with regard to academic procrastination caused by e-books. This study aims to address this research gap by examining whether different textbook formats have an impact on academic procrastination among secondary school students in Saudi Arabia, as well as the potential implications for education sustainability of choosing between textbook formats. Specifically, this study seeks to evaluate the effects of incorporating digital resources, particularly e-books, into education, with a focus on the principles outlined in goal number four of the Sustainable Development Goals. It also aims to determine whether the integration of these materials has any negative effects on students’ educational and behavioral outcomes. It is important to note that this research is part of a broader series of studies that address these specific concerns.

2. Literature Review

2.1. Sustainability in E-Learning

Sustainability refers to the conservation of our environment [26], with particular focus on human intervention in environmental issues and the sustainable use of resources [27]. The concept of sustainable development was first introduced to formal education in the 1990s with the launch of the United Nations’ Education for Sustainability program, which focused on the importance of all forms of education for a more sustainable future, as documented by Kowasch [28]. The concept of education for sustainable development (ESD), which focuses on the social, environmental, economic, and political challenges of each country, has received global support [29]. Recognizing and accepting our responsibility to use our environment sustainably should be an integral aspect of teaching and research [26]. The systematic implementation of ESD requires a redesign of curricula, a rethinking of objectives and contents, and a transformation of learning environments within local communities and networks [30]. Sustainability in education focuses on environmental sustainability through educational practices, education development, and innovation [31].
In the current digital age, people are turning to e-learning with increasing frequency, and sustainability in e-learning has become a key factor in the successful implementation of educational strategies, allowing us to improve our resources, make the learning process more efficient and sustainable, and provide a better learning experience that will help learners to participate more effectively in their studies [32]. Alam et al. [33] and Calvo and Villarreal [34] confirmed that sustainability in e-learning reduces energy consumption compared to learning in traditional classrooms. It also helps reduce carbon emissions that affect the environment, as it encourages the use of renewable resources that can be accessed anywhere. Isaias and Issa [35] explained that the use of e-learning in education will play a major role in reducing costs, preserving raw materials, and increasing competition and innovation, as well as in reducing carbon emissions and energy expenditures. Therefore, awareness about this learning style must be raised among teachers and learners.
Valverde-Berrocoso et al. [31] and Gunn [36] agreed that e-learning relates to sustainability in several ways. First, it is used to raise students or trainees’ awareness of sustainability. For example, the survey conducted by Lozano et al. [37] investigated the concepts of sustainability being taught, the sustainability competencies developed, and the pedagogical approaches used in European higher education institutions. Second, the sustainable use of technology, such as e-learning through smart systems, the digitization of higher education, and mobile devices [35], have led to innovations such as screens with low power consumption and paper-saving printers [26]. A study by Oliveira et al. [38] introduced gamification to enhance the different behavioral attitudes of students in a more sustainable manner and to ensure the quality of learning. Third, electronic resources offer inherent sustainability in e-learning when used effectively. For instance, the reuse of educational materials such as e-books and learning objects helps with sustainability in e-learning. A study by Calvo and Villarreal [34] explored the use of e-books instead of traditional printed books; they believe the increasing popularity of e-books will help the publishing industry abandon the production of paper books, reducing the environmental and economic impacts which result from the consumption of wood pulp.
The utilization of wood, paper, and plastic in the creation of educational materials risks depleting these resources and causing environmental pollution [39,40]. The production process also consumes energy, leading to carbon emissions that contribute to climate change and its associated repercussions, including rising sea levels and altered weather patterns. Additionally, the manufacturing of educational materials generates waste, such as paper and plastic waste, further exacerbating environmental pollution.
Nevertheless, to attain sustainability, it is crucial to responsibly employ natural resources in the production of educational materials by implementing certain measures. These measures include utilizing recyclable materials and promoting reuse, and opting for eco-friendly materials such as recycled paper and biodegradable substances [41]. Carbon emissions can be mitigated through the adoption of renewable energy sources and enhanced production efficiency.
E-books, which eliminate the need for paper, play a significant role in reducing the consumption of natural resources and waste. Moreover, the utilization of digital learning materials that can be accessed via the Internet can lower carbon emissions and minimize waste generation [42]. This diminishes our reliance on physical materials, safeguards natural resources for future generations, and fosters sustainability in educational material production.

2.2. Textbook Formats (Printed Versus Electronic)

Books serve as the paramount medium for the dissemination of knowledge [43], the development of one’s personality, and leisurely reading [44]. There are two book formats: printed (paper book) and electronic (e-book). According to the Oxford Dictionary [45], a book (printed) refers to a written work that is published in the form of a set of pages, which are physically bound together inside a cover. Printed books are distinguished by their readability, ease of use, and portability [46]. Moreover, they are convenient and do not require a device to function [47]. They provide kinesthetic learners with the opportunity to physically touch pages when taking notes and highlighting text [48]. Because of the multisensory experience of the texture and scent of paper, it is believed that people may learn and retain more information when reading in print format [49,50]. However, printed books also have some drawbacks. According to Srirahayu and Premananto [51], it is difficult to transport printed books everywhere. Printed books can quickly become damaged as a result of improper handling, and the pages become discolored over time. More importantly, the loss of trees caused by the production of papers for printing can have a severe impact on the environment [50]. Finally, printing books is prohibitively expensive.
The Oxford Dictionary [52] defines an e-book as a rendition of a printed book that can be read on digital devices such as computers or handheld devices, instead of being physically printed on paper. E-books have become popular because of their wide availability on digital devices [53], accessibility [46,54], convenience [55], ease of navigation and search functionality [49,54], shareability [10], portability, and ease of storage [56]. Critically, e-books can improve visual appeal while also supporting interactivity and multimedia content [54,57,58]. E-books are considered environmentally friendly because they do not pose the same environmental risks as printed books, and can be easily deleted without harmful consequences [50]. On the other hand, e-books have some disadvantages. For example, a major obstacle to the use of e-books is that access to a digital device is required in order to read them [59,60]. E-books available online may be subject to technical problems such as slow loading and downloading speeds [51,61] and exposure to viruses [60]. The use of smart devices to read an e-book may result in frequent distractions caused by social media notifications [51]. Additionally, reading from screens for a long period of time could be uncomfortable and strenuous [51,62], especially for those who suffer from myopia (nearsightedness) [51]. It may also cause health problems [61] such as eyestrain more rapidly than a well-printed book [51]. Some e-books also require paid subscriptions [51,61].
Although printed textbooks have been central to schools and a major source of knowledge for centuries [54], technology in education has provided many modern learning tools that have reduced the popularity of printed textbooks. The advent of technology has changed students’ perceptions and preferences with regard to learning resources [10]. Many studies have investigated students’ preferred book format, and learners have been found to have three opinions.
First, some students prefer to use printed books rather than e-books. For instance, Abuloum et al. [49] explored students’ usage of and preferences for print and electronic textbooks at the Teachers’ College in Bahrain. Their study sample consisted of 271 undergraduate students selected from courses that used both textbook formats; the study itself confirmed that students generally have positive opinions about the use of electronic formats but still show a preference for the print format as the best academic mediator. Sung and Chiu [63] aimed to investigate how parents perceive and prefer their children using mobile devices to read and to compare the advantages and disadvantages of electronic and print books from the caregivers’ perspective. That study involved conducting semi-structured interviews with 11 parents whose children attended primary and secondary schools in Hong Kong. The results showed that, in general, most parents and schools still favor print books over e-books unless schools specifically adopt the latter. Clinton’s [64] systematic review and meta-analysis also concluded that students may perform better when using printed books compared to e-books.
Second, some students believe e-books are preferable. Vithana [8] examined the preferences of more than 200 Sri Lankan undergraduate students and concluded that a large number of students tend to use e-books. Further, Ambarwati et al. [65] studied the effectiveness of interactive e-books in self-study and increasing students’ critical thinking skills regarding electromagnetic radiation. Those findings showed that the learning outcomes when using interactive e-books were better than those when using printed books for both male and female students. Santoso et al. [66] compared e-books and printed books in ruler schools, and observed that the outcomes of students who used e-books were higher than those of students who used printed books. Similarly, Alfiras and Bojiah [67] conducted a study that aimed to investigate the interest and preferences among Gulf University students in the Kingdom of Bahrain regarding their dependence on e-textbooks over printed textbooks. Those results showed that e-books were the students’ favorite.
Third, some students still show loyalty to the printed book format but appreciate the advantages of e-books regardless. For example, Budnyk et al.’s study [68] revealed that the respondents preferred e-books because they have more advantages in terms of practical application, but also chose printed books because they helped them to focus more deeply on scientific information and understand it critically. The study emphasized the importance of successfully combining the electronic and print textbook formats. Varnes [69] surveyed 56 adolescents in terms of their choices and use of e-books versus print books. Their findings suggest that although adolescents still prefer print books, they acknowledge the convenience of e-books and opt to use them when appropriate. Furthermore, Kosch et al. [70] asserted that e-books should serve as a supplement to printed books rather than a complete replacement.

2.3. Academic Procrastination in Education from Electronic Resources on the Internet

Academic procrastination is a growing concern in the field of education [71,72]. It is recognized as a widespread harmful human behavior [73] that causes students to delay the start of academic tasks, and sometimes a failure to complete them altogether [74]. Research in the field has identified several common characteristics in students who engage in procrastination. These include low self-efficacy, disorganization, low intrinsic motivation, poor effort regulation, and inadequate time management skills [75,76]. As a result, it is argued that academic procrastination could be a major contributor to poor academic performance and achievement [77,78,79,80,81].
Although e-learning has become a fundamental component of the educational process [82], the literature has confirmed that it can seriously amplify academic procrastination [83,84,85,86]. In light of distance learning, Melgaard et al. [71] explained some reasons for academic procrastination in such environments. For example, taking classes off campus may provide more opportunities for distractions caused by social media, video streaming, and gaming platforms. In addition, distance learning environments require students to be more self-directed and motivated than do traditional face-to-face learning environments. However, many studies have agreed that students in online learning environments usually have lower motivation and engagement because they struggle with the increased responsibility of self-learning and suffer feelings of isolation without the support of classmates and instructors [87,88,89,90,91,92].
Most of the applied research on academic procrastination within e-learning environments has been related to distance learning, such as the studies performed by Ucar et al. [93], Melgaard et al. [71], Suhadianto et al. [94], Arazo et al. [95], Niazov et al. [96], Santyasa et al. [97], and Ma et al. [89]. There is little to no research on academic procrastination associated with e-learning tools such as e-books in face-to-face learning environments. Therefore, the primary objective of this study was to investigate the extent of academic procrastination among secondary school students who utilize sustainable digital learning materials (specifically e-books) compared to those who utilize print books in traditional face-to-face learning settings.

3. Question

What is the influence of book format (electronic/print) on secondary students’ academic procrastination?

4. Hypothesis

There were no statistically significant differences at the level of 0.05 among the average scores of the two experimental groups on the academic procrastination scale due to the different forms of textbooks (electronic/print).

5. Participants

The data used in this study were gathered from a random sample of first-year secondary students (n = 336) who were aged between 14 and 16 years and were studying a course titled “Digital Skills”. They were divided into two groups of 168 students each:
  • The electronic book group, who only used the electronic version of the “Digital Skills” course textbook.
  • The printed book group, who printed the electronic version of the “Digital Skills” course textbook and used it in a paper form.
This study was applied during the second semester of the 2022/2023 academic year.

6. Methodology

This research followed a descriptive casual comparative approach. Such an approach was deemed the most appropriate for our research objective, which aimed to measure the academic procrastination of secondary school students resulting from different textbook formats (electronic/print). This approach was employed because it endeavored to identify the relationships and differences between this study’s variables for the pre-existing groups, which were not manipulated by the researchers [98].

7. Data Collection Instrument

Academic Procrastination Scale

The academic procrastination scale was adapted from McCloskey’s scale [99]. This scale consists of 24 items, including 5 reversed items. It uses a four-point Likert scale (strongly agree = 4; agree = 3; disagree = 2; strongly disagree = 1).
The scores on the scale ranged from 24 to 96. To ensure the validity of the instrument, it was evaluated by a panel of six experts in the field of educational technology. They suggested rephrasing certain items to enhance clarity. The scale was subsequently revised according to their recommendations and finalized in its updated form.
The original academic procrastination scale developed by McCloskey [99] had a reliability coefficient of 0.94. In the present study, the reliability of the scale was assessed using the test–retest method with a pilot sample. The Pearson correlation coefficient was 0.919, indicating a high level of reliability. This suggests that the scale’s items were sufficient in number and demonstrated strong interrelatedness. The adapted scale is as follows (Table 1):

8. Experimental Procedure and Data Collection

  • Ethical approval was obtained from the Research Ethics Committee at King Faisal University (Reference KFU-REC-2023-MAY-ETHICS9935).
  • An announcement message was posted on social media platforms, explaining the aim of this study and the academic procrastination scale. Secondary students were requested to share the post with their peers to attract as many participants as possible.
  • The academic procrastination scale was created on Google Forms and then shared with the participants.
  • The scale form was shared with the participants over five weeks during the second semester of the 2022/2023 academic year.
  • The data obtained from the scale were processed and subjected to statistical analysis in order to test the hypothesis. An independent t-test was employed to examine the differences between the average scores of the experimental groups, which were divided based on their use of different textbook formats (electronic versus printed).

9. Data Analysis, Results, and Discussion

To determine the significance of the differences between the research groups in terms of academic procrastination attributed to textbook format (electronic versus print), an independent-sample t-test was conducted. Table 2 presents the average scores and standard deviations of the two groups: the electronic textbook group (M = 47.20, SD = 11.9, N = 168) and the printed textbook group (M = 46.75, SD = 11.3, N = 168).
The results of the t-test analysis indicated that there were no statistically significant differences at the 0.05 significance level between the average scores of the students in the two experimental groups. The t-value obtained for the academic procrastination scale was 0.357, and the p-value was greater than 0.05. As a result, the null hypothesis of this study was accepted. These data have also shown that both groups moderately procrastinated, with an average of 1.93 of 4 for the e-book group and of 1.95 of 4 for the printed book group.
The findings of this study are in disagreement with the previous literature that stated that e-learning tools could amplify academic procrastination, including the studies of Ce-rezo et al. [83], Hooshyar et al. [84], Gonda et al. [85], Melgaard et al. [71], and Raj and Re-numol [86].
The students in the “Digital Skills” course were provided with an electronic book in the form of a PDF. However, there was a group of students who preferred the traditional paper format and chose to print the electronic book. Despite the difference in the physical format, both groups obtained the same scientific content without any variation. The reason for the moderate level of academic procrastination between the two groups may be due to the student’s use of their preferred textbook format. This is consistent with Mizrachi’s [11] interpretation of Zipf’s principle of least effort in relation to the context of reading preferences.
An alternative interpretation of the study’s finding is that the COVID-19 crisis, which necessitated an abrupt and prolonged shift to distance learning, played a role in students adapting to alternative learning resources, including e-books.
Emphasizing the main objective of this study, this result can be counted as in favor of the e-book format in two ways. Firstly, the evidence contradicts the existing literature, suggesting that the use of e-books does not increase the level of academic procrastination. Secondly, in relation to sustainability, e-books serve as sustainable learning materials that align with the fourth Sustainable Development goal. As mentioned earlier, e-books provide an environmentally friendly and enduring source of knowledge, helping to promote sustainable practices in education [100].

10. Conclusions

This study explored the influence of textbook format (electronic/print) on secondary students’ academic procrastination. The results revealed that both groups moderately procrastinated. No difference was found between the effects of the textbook formats (electronic versus printed) on academic procrastination among secondary students regarding the implementation of their educational tasks. However, the nature of the scientific content and the learners’ preferences must be taken into account when providing sustainable resources in the design and development of educational materials. The results of this study disagree with some results in the literature. This disagreement is explained above.
In light of these considerations, it is recommended to promote the creation and adoption of sustainable digital learning materials to enhance the quality of education and achieve superior outcomes compared to traditional methods. Within the framework of the fourth Sustainable Development goal, providing quality education involves emphasizing teacher training, qualification, and raising awareness to effectively and meaningfully employ sustainable digital learning materials. Learners should also receive training to become proficient e-learners, equipped with the technological competencies required in the twenty-first century. Facilitating distance learning ensures equal access to and availability of education for all individuals, anytime and anywhere. Furthermore, the evidence from this study can direct those in charge of designing and preparing learning materials to provide learners with e-books instead of printed books as sustainable digital learning materials that can adapt to the education process under any conditions, including emergency education situations, such as those witnessed during the COVID-19 pandemic [101], and to sustain natural resources [100]. Decision-makers in educational institutions are also urged to implement supportive policies that encourage the utilization of sustainable digital learning materials. These recommendations are associated with the finding that the use of e-books (as a sustainable digital learning material) has not amplified levels of academic procrastination in comparison to the use of printed books.
We recommend further research on sustainable sources in the design and development of educational materials. For example, more comparative studies comparing the use of modern technology in the design of educational materials, which contributes to reducing paper and raw resource consumption, to other traditional materials and the possible effects on learning outcomes should be conducted. Another suggestion is to conduct an extensive range of studies that investigate the effects of integrating sustainable digital materials on learning outcomes and student behaviors, such as educational resilience and digital well-being.

Author Contributions

Conceptualization, E.N.A.M. and Y.A.M.Z.; methodology, E.N.A.M. and Y.A.M.Z.; software, E.N.A.M. and Y.A.M.Z.; validation, E.N.A.M. and Y.A.M.Z.; formal analysis, E.N.A.M. and Y.A.M.Z.; investigation, E.N.A.M. and Y.A.M.Z.; resources, E.N.A.M. and Y.A.M.Z.; data curation, E.N.A.M. and Y.A.M.Z.; writing—original draft preparation, E.N.A.M. and Y.A.M.Z.; writing—review and editing, E.N.A.M. and Y.A.M.Z.; visualization, E.N.A.M. and Y.A.M.Z.; supervision, E.N.A.M. and Y.A.M.Z.; project administration, E.N.A.M. and Y.A.M.Z.; funding acquisition, E.N.A.M. All authors have read and agreed to the published version of the manuscript.

Funding

This work was supported by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia (Project No. 4428).

Institutional Review Board Statement

This study was conducted in accordance with the Declaration of Helsinki, and approved by the Research Ethics Committee at King Faisal University.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Not applicable.

Conflicts of Interest

The authors declare no conflict of interest.

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Table 1. The scale of academic procrastination.
Table 1. The scale of academic procrastination.
NItem
1I usually allocate time to review and proofread my Digital Skills assignments [R]
2I put off the Digital Skills assignments/projects until the last minute
3I wait until the day before submission to start the Digital Skills assignments
4I know I have to submit the Digital Skills assignments by a specific time, but I don’t
5When I start working on the Digital Skills assignments, I’m usually distracted by other things
6I waste a lot of time on unimportant things
7I get distracted by other, more interesting things when I’m supposed to be doing my Digital Skills homework
8I focus on the Digital Skills course assignments rather than other distractions [R]
9I cannot focus on assignment and projects of the Digital Skills course for more than an hour
10My attention span for Digital Skills homework is very short
11Studying at the last minute is the best way to study for the Digital Skills exams
12I only study the night before the Digital Skills test
13I feel I am already prepared for most Digital Skills course exams [R]
14I organize the time to study the Digital Skills course so that I am not under pressure at the end of the semester [R]
15When I have an assignment/project for the Digital Skills subject that must be submitted by 12:00 midnight, I work on it until 11:59 pm (until the last minute)
16When I am asked for an assignment or project for the Digital Skills course, I usually put it off and forget it until it is due
17My friends usually distract me from homework of the Digital Skills
18I find myself talking with friends or family rather than working on the Digital Skills assignments
19On the weekends, I plan to do homework and projects of the Digital Skills, but I put it off and go out with friends
20I tend to put off the Digital Skills assignments for the next day
21I don’t spend a lot of time studying the Digital Skills, I put it off until the end of the semester
22I often put off deadlines for assignments and projects of the Digital Skills
23If I don’t understand something in a lesson of the Digital Skills course, I usually wait until the night before the test to find out
24I read the new lesson on the Digital Skills from the textbook in advance before coming to class and listening to the teacher [R]
Table 2. Independent sample t-test of the academic procrastination of the research groups.
Table 2. Independent sample t-test of the academic procrastination of the research groups.
GroupNMeanSDdfTSig.
Electronic Book16847.2011.93340.3570.957
Printed Book16846.7511.3
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Al Mulhim, E.N.; Zaky, Y.A.M. Sustainability in E-Learning: E-Books and Academic Procrastination among Secondary Students. Sustainability 2023, 15, 14668. https://doi.org/10.3390/su152014668

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Al Mulhim EN, Zaky YAM. Sustainability in E-Learning: E-Books and Academic Procrastination among Secondary Students. Sustainability. 2023; 15(20):14668. https://doi.org/10.3390/su152014668

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Al Mulhim, Ensaf Nasser, and Yara Ahmed Mohebeldin Zaky. 2023. "Sustainability in E-Learning: E-Books and Academic Procrastination among Secondary Students" Sustainability 15, no. 20: 14668. https://doi.org/10.3390/su152014668

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