Abstract
Social media has become one of the essential tools that people intensively use for communication and collaboration in everyday life. Despite the high popularity of personal use of social media, a low percentage of students and faculty use them for educational purposes. The aim of this study was to explore the use of social media among higher education faculty, in order to identify factors that might influence faculty's decisions to adopt these tools in teaching and learning processes. The model of the decomposed theory of planned behavior (DTPB) [1] was used as a theoretical foundation and a quantitative approach was applied to validate this model. In addition, this study investigated the differences between Saudi Arabian and UK faculties in terms of usage and behavioral intention. Findings have shown limited differences between the two samples. Moreover, this study indicated that faculty's attitude and their perceived behavioral control are significant indicators of their intention to use social media.