Requirements for Designing an Effective Trainee Experience in Digital Training Programs from the Perspective of Faculty Members at Prince Sattam bin Abdulaziz University

Abstract

This study aimed to identify the requirements for designing an effective trainee experience in digital training programs based on the ADDIE model, from the perspective of faculty members at Prince Sattam bin Abdulaziz University. A descriptive–analytical (survey) approach was employed using a validated questionnaire administered to a random sample of 107 faculty members from various disciplines, covering the requirements of each ADDIE phase. The findings indicated that the availability of requirements for designing the trainee experience was very high across all ADDIE phases, with statistically significant differences at the 0.01 level. The analysis phase achieved the highest level of adoption, particularly in leadership development, time management, and self-directed learning. The design phase emphasized content quality, self-directed learning, and leadership competencies, with comparatively less attention to universal accessibility standards. The development and implementation phases highlighted the importance of practical activities, high-quality digital materials, and continuous technical and organizational support, while the evaluation phase underscored the need to strengthen comprehensive assessment mechanisms beyond satisfaction measures. The study concludes that enhancing the trainee experience in digital training programs requires an integrated ADDIE-based design approach that balances pedagogical, organizational, and technological dimensions and supports continuous improvement within the Saudi university context.