Abdullateef, Abdulkareem Ahmad2026-09-142026-09-142026https://repository.iou.edu.gm/handle/123456789/1030This research aimed to explore teachers' perceptions and attitudes regarding the utilisation of digital technologies in the classroom in high schools in Jeddah, Saudi Arabia. The sample of the study was two hundred (200) high school teachers representing both the private and the public schools of Jeddah, using a multistage sampling method. The research instrument was a structured questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), with an overall Cronbach's alpha reliability coefficient of 0.971. The data were analysed using descriptive and inferential statistics, including ANOVA and independent-samples t-tests. The results indicated that educators had very positive attitudes towards the effectiveness of digital technologies on students (M = 3.83-4.09), positive attitudes towards their use (M = 3.93-4.10), and moderate real classroom use (M = 3.37-3.66), but the difference between them was significant. The most rated construct in the paper was behavioural intention to use digital technologies in the near future (M = 4.16-4.23). Poor digital equipment, lack of pedagogical training, and weak internet connectivity were identified as the main obstacles to utilisation. Digital tools training, school type, and teaching experience had a significant effect on technology adoption outcomes, whereas gender did not differ significantly across any of the outcome variables. Based on these results, it was suggested that the educational authorities should focus on equal investment in digital infrastructure, create pedagogically contextualised professional development programmes, and establish institutional cultures that actively promote and sustain the implementation of digital classroom technologies in high schools in Jeddah.