•  
  •  
 

Abstract

The present study aimed to determine the extent to which the digital competencies required for teaching the Digital Skills course are available among middle school teachers in Tanumah Governorate, as well as to examine the effects of the variables of academic degree, specialization, years of experience, and number of training courses on these competencies. The study population consisted of 169 middle school teachers in the Tanumah Education Directorate. To achieve the objectives of the study, a descriptive survey methodology was employed, and a questionnaire was used as the data collection instrument. The questionnaire covered four domains: Internet-use competencies, electronic communication competencies, computer-use competencies, and digital privacy and security protection competencies. The study yielded several findings. Overall, teachers demonstrated a high level of digital competencies, particularly in the areas of Internet use, computer use, and electronic communication, in addition to competencies related to digital privacy and security protection. The findings also revealed statistically significant differences attributable to specialization and years of experience, whereas no statistically significant differences were found with respect to academic degree. In light of these findings, the study presented several recommendations, including the continued development of digital competencies among middle school teachers through updated and sustainable training programs; the design of specialized training programs targeting non-specialist teachers while taking into account differences in specialization and years of experience; the intensification of practical training courses related to teaching the Digital Skills course, particularly in the areas of electronic assessment and digital security; and the activation of digital professional learning communities to facilitate the exchange of experiences and enhance teachers’ digital competencies.

Download

Share

COinS