An Approach to addressing Student Disinterest in Elective Subjects Through Digital Promotion and Marketing Techniques: Insights from The Department of Educational Foundations and Management at the College of Basic Education in Kuwait.

Abstract
This study aimed to elucidate the significance of digital academic promotion and marketing in enhancing students' awareness to facilitate informed decisions regarding their selection of elective courses offered in the College of Basic Education. The study was conducted on female students enrolled in elective courses within the Department of Foundations and Educational Administration at the College of Basic Education in Kuwait. The objective was to determine the extent of students' awareness of the content and objectives of the elective courses offered in the department. The study adopted a descriptive approach, relying on multiple research tools. Data analysis was conducted in two phases: the first involved statistical analysis to ascertain the number of female students enrolled in various elective courses within the Department of Foundations and Educational Administration over the past five years (2019-2024) and to identify any disinterest among students toward specific elective courses. The second phase involved administering a questionnaire to female students at the College of Basic Education. The statistical data revealed that several elective courses in the department had not been selected by students for multiple years, and enrollment in some courses was minimal compared to others. Based on these statistical findings, a questionnaire was administered to students to identify the reasons behind their reluctance to enroll in certain elective courses and to explore any statistical differences based on the variables of academic year and cumulative GPA. The questionnaire consisted of 21 questions and was administered to a sample of 1233 female students. The results indicated that the reasons for students' reluctance to enroll in certain elective courses in the Department of Foundations and Educational Administration were generally moderate. The primary reasons were related to understanding the nature and content of the elective courses, followed by student-related factors, instructor-related factors, and finally, factors related to family and friends. All of these reasons were found to be of moderate significance. The results showed that 80.5% of the sample indicated a need for prior digital academic promotion or marketing of elective courses to facilitate understanding of their nature and content. Moreover, 64.5% of the study sample had prior knowledge of the competencies of some elective courses, while 52.1% were only aware of the content and competencies of the study skills course compared to other elective courses. The results also indicated that there were no statistically significant differences in the mean scores of the study sample regarding reasons related to family and friends, attributed to the variable of academic year. However, there were differences regarding other reasons attributed to the academic year variable, and differences regarding reasons related to the student attributed to the cumulative GPA variable, while no differences were found regarding other reasons attributed to the cumulative GPA variable.