This indicator measures the quality of digital learning and training within institutions across the higher education and training sectors. It analyzes real-time data obtained through continuous technical integration with the institution's system.

The indicator reflects the institution's compliance with approved regulations and requirements, and is based on a set of integrated sub-indicators that reflect the quality of the digital learning experience.

This indicator contributes to:

• Supporting data-driven governance.
• Enhancing transparency.
• Enabling benchmarking across institutions.
• Supporting decision-making.
• Delivering sustainable improvement.

The indicator is based on a set of sub-indicators, including:

• Continuity of data flow.
• Data quality.
• Learner engagement levels.
• Completion rates.
• Achievement rates.
• Beneficiary satisfaction.
• Compliance and continuous improvement.

The Data-Driven Digital Learning Quality Indicator requires completing technical integration with NeLC via the xAPI standard. This ensures the transfer of learner journey data from the Learning Management System (LMS) to FutureX platform via the Learning Record Store (LRS).

It also requires:

• Compliance with the approved technical integration requirements.
• Passing validation checklists.
• Ensuring the continuity and quality of data flow.
• Addressing any deficiencies or errors detected in the transmitted data.

While the indicator relies on a unified general framework to measure the quality of data-driven digital learning and training, the implementation of certain sub-indicators or specific data details may vary based on the sector.

Benchmarking is conducted according to the baseline average for each sector, allowing for a fair comparison between institutions within each category:

• Higher Education.
• Training Sector.

• The institution’s overall percentage in the data-driven digital learning and training quality indicator.

This indicator measures the extent to which institutions utilize shared learning management systems (LMSs) within the shared resources governed by NeLC.

This ensures a unified technical environment, enhances spending efficiency, and supports leveraging the national infrastructure for digital learning.

It also evaluates the institution’s contributions to enriching the shared digital educational content by publishing courses and programs that can be accessed and utilized by other institutions.

Shared learning management systems (LMSs) refer to the centralized systems governed by NeLC. Government institutions can utilize them without the need to build or operate an independent system.

Examples:

• FutureX LMS
• Blackboard LMS

Both systems serve the same purpose within the shared educational resources ecosystem governed by NeLC. Any government institution in the higher education and training sectors can utilize either system.

The indicator consists of two main dimensions:

It measures the institution's actual utilization of shared learning management systems (LMSs).

It measures the institution's contribution to publishing and offering programs and courses to other institutions, as well as the extent to which other institutions leverage the courses and programs.

• The institution maintains an active account or operating environment on one of the learning management systems managed by NeLC, such as FutureX LMS or Blackboard LMS.
• Offering and implementing programs, courses, or learning pathways on the system during the measurement period.
• Availability of active courses/programs with registered learners.
• Evident utilization of the courses or programs during the measurement period.

Active programs and courses refer to educational courses and programs in the LMS offered to learners and actively utilized during the measurement period.

A program or course is considered active once the following is met:

• Learner registration.
• Commencement of learning.
• Engaging with the content.
• Recorded learning progress during the measurement period.
• Execution of learning activities, assessments, or assignments.

Note: Institutions offering their learning courses via the eLearning mode must deliver them through the shared LMS.

Active learners are users who have logged in and performed learning activities during the specified measurement period.

Examples of learning activities:

• Logging into the platform.
• Browsing content.
• Completing learning programs.
• Taking tests or assignments.
• Engaging with the learning activities.

Digital educational content refers to digital educational resources available within the LMS, such as:

• e-courses.
• e-training programs.
• Learning pathways.

Sharing content is measured through:

• Contribution: The number of courses or programs available for use by other institutions.
• Impact: The number of institutions leveraging the courses and programs.

Beneficiary institutions refer to the total number of institutions that have actively used or leveraged the shared courses or programs offered by other institutions.

• An active account on one of the shared LMSs.
• The number of active programs/courses on the system.
• The number of registered learners in the programs/courses.

• The number of programs/courses that are available for other institutions.
• The number of institutions leveraging the courses/programs.

The indicator reflects the level of integration, which enhances collaboration among universities, increases efficiency, and reduces duplications.

Multiversity is an innovative national initiative that fosters collaboration and integration among Saudi universities, partner educational institutions, and the business and industry sectors to build an agile and responsive digital learning ecosystem.

The initiative aims to:

• Develop and share academic courses and programs.
• Promote co-teaching among universities.
• Facilitate the sharing of digital learning resources.
• Expand access to high-quality education.
• Optimize the utilization of digital and human resources.

The indicator measures the level of implementation across four dimensions:

1. E-Courses.
2. Joint Programs.
3. Faculty Members.
4. Digital Resources.

This dimension measures the institution’s contribution to and utilization of the e-courses track.

• Contribution: The number of courses uploaded by the institution on the Multiversity platform and made available to students from other universities.
• Utilization: The number of courses from other universities that the institution has accredited within its programs.

This dimension measures the institution's contribution to the design and launch of joint academic programs within the Multiversity initiative.

• The number of programs developed by the institution in partnership with a national or international university and offered on the Multiversity platform.

Joint programs developed with international universities are counted under this indicator once they are published through the Multiversity platform.

This dimension measures the institution's contribution to the exchange of academic expertise within the Multiversity ecosystem.

• Contribution: The number of faculty members available to other universities on the Multiversity platform.
• Utilization: The number of faculty members engaged from other universities through the platform.

This dimension measures the institution's contribution to and utilization of the shared digital resources.

• Contribution: The number of digital resources offered by the institution on the Multiversity platform, such as systems, tools, and digital content.
• Utilization: The number of digital learning resources published by other institutions and leveraged by the institution through the platform.

Digital resources that support the eLearning environment include, but are not limited to:

• Digital learning content.
• Learning Management Systems (LMS).
• Learning analytics tools.
• Digital assessment tools.
• Technology solutions that can be shared among universities.

No. This indicator measures the effective implementation and utilization of the initiative and is not limited to membership alone.

Likewise, merely uploading courses or resources to the platform is insufficient to achieve the full score. The indicator evaluates two complementary aspects within each dimension:

• Contribution: Uploading courses, resources, or offering faculty members to other universities.
• Impact: The extent to which other universities leverage these contributions.

The broader the utilization of an institution’s contributions, the higher its score.

At its current stage, this indicator applies only to higher education institutions and does not include the training sector.

• The number of courses uploaded on the Multiversity platform + the number of courses accredited by other universities.
• The number of programs designed in partnership with a national or international university and offered through the platform.
• The number of faculty members available to other universities + the number of faculty members engaged from other universities.
• The number of resources offered on the platform + the number of resources utilized.

The indicator assesses the institution’s adoption of flexible learning pathways through the design and delivery of micro-programs that enable learners to acquire specialized skills and earn micro-credentials that can be stacked toward recognized academic degrees.

This indicator supports:

• Lifelong learning.
• Specialized skills development.
• Alignment of learning outcomes with labor market needs.
• Utilization of the MicroX platform.

Micro-credentials are micro, intensive programs designed around specific topics to meet labor market demands. They are awarded as standalone credentials based on defined assessment criteria.

These credentials may also form part of a stackable credential framework, providing learners with a flexible and cumulative pathway to enhance their skills and qualifications.

This is one of the Human Capability Development Program initiatives managed by the National eLearning Center (NeLC). It aims to enable the acquisition of skills aligned with rapid changes in the labor market.

The initiative focuses on developing micro-programs in partnership with universities and employers within specialized sectors.

For more information:

https://microx.futurex.sa

Stackable credentials are academic degrees built by accumulating a specific number of approved micro-credentials on the MicroX platform. This allows learners to earn a recognized academic degree by completing an integrated pathway of micro-programs.

A micro-credential is a standalone micro-program that culminates in a credential, whereas a stackable credential is an academic degree built by combining multiple micro-credentials.

The indicator consists of three main dimensions:

1. Number of micro-programs.
2. Stackable credentials.
3. Number of graduates from micro-programs and stackable credentials.

It measures the institution's contribution to providing micro digital learning programs published on the MicroX platform.

• The programs must be active and offered on the MicroX platform during the specified measurement period.

It measures the institution’s adoption of the stacking model by designing academic degrees built on the accumulation of micro-programs and publishing them on the MicroX platform.

• The academic degree must be officially published on the MicroX platform.
• It must be built on the accumulation of a specific number of micro-programs published on MicroX.

It measures the actual impact of the micro-programs and stackable credentials through the number of learners who have completed the credential requirements and successfully graduated.

• Graduates of Micro-Credentials: The number of learners who have completed the requirements of a micro-program and have officially obtained their credential.
• Graduates of Stackable Credentials: The number of learners who have completed a stacking pathway and earned their academic degree through the MicroX platform.

A graduate is a learner who has completed all requirements of a micro-program and officially obtained their credential, or who has completed a stacking pathway and obtained an academic degree through the MicroX platform.

No, the indicator is not limited to the number of published programs. It also takes into account other dimensions, including:

• Program completion.
• Completion of micro-credentials.
• Completion of stackable credentials.
• The impact of the programs on learners.

The educational institution is responsible for designing the program and academically approving its content in accordance with its internal policies and procedures, while complying with the requirements and standards approved by the National eLearning Center (NeLC) and Digital Microprograms Development Guide.

At the current stage, this indicator is strictly limited to higher education institutions and does not include the training sector.

• Number of active micro-programs offered on the MicroX platform.
• Number of published academic degrees on MicroX built on the stacking of micro-programs.
• Number of learners who completed micro-program requirements and received their credentials.
• Number of learners who completed the stacked credentials pathway and earned their academic degree.

Institutions can view their results and scores through their representative accredited by NeLC, once the preliminary or final results are released in accordance with the announcement phases.

The institution's representative is the individual officially authorized by their respective institution via an approved delegation of authority accredited by NeLC. Their role is to access and review the institution’s results and scores within the indicator.

Yes, institutions have the right to appeal their results by contacting NeLC via official email.

Detailed information regarding the appeal mechanism and the submission window will be provided at a later date.

Yes, NeLC provides technical support to institutions throughout the API integration and addresses any related technical inquiries.

To coordinate or request support, please contact us via email:

[email protected]

The Integration Guide and the Technical Validation Checklist can be accessed through the official technical resources provided by NeLC.

The institution should contact the API Integration Team, providing clear details about the issue, the system in use, the type of affected data, and any relevant error messages.

The joining process is completed by signing the Multiversity Agreement via the Multiversity platform:

https://multiversity.futurex.sa/ar

The university can view its data on the Multiversity Platform through its authorized representative at NeLC.

Institutions can contribute to the MicroX initiative by coordinating with NeLC to fulfil joining requirements and identify suitable micro-programs aligned with labor market demands.

Programs must then be developed, accredited, and uploaded to the platform in compliance with approved templates, standards, and procedures.

This process includes:

• Aligning programs with target skills.
• Defining learning outcomes.
• Identifying assessment mechanisms.
• Fulfilling technical and operational requirements.
• Ensuring program readiness for publication and following up throughout the measurement period.

For any inquiries regarding the National Digital Learning Indicator, you can reach out via the Contact Us page.

For technical inquiries related to integration and API integration, please contact us via email:

[email protected]