Abstract
This study explores how Classera, a Virtual Learning Environment (VLE), is being used in Saudi Arabian secondary schools, focusing on its adoption patterns, available support, and ongoing challenges. Through a mixed-methods approach involving data from 91 teachers across five schools, the findings show that Classera enhances resource sharing and communication but is held back by gaps in infrastructure and training. While teachers commonly use basic features, advanced tools remain underutilized. Schools with strong ICT support and comprehensive professional development show higher adoption rates, pointing to the importance of expanding learner-centered curricula and offering continuous training to maximize Classera’s impact.