The extent to which Islamic studies teachers in the High stage  possess ‎digital skills in light of the European Digital Framework for Teachers ‎‎(Dig Comp Edu)‎

ALqhatani, Jawaher; Bint Sadah Al-Shammari, Elham

doi:10.21608/edusohag.2024.308414.1527

The extent to which Islamic studies teachers in the High stage possess ‎digital skills in light of the European Digital Framework for Teachers ‎‎(Dig Comp Edu)‎

Document Type : Original Article

Authors

¹ College of Education, Saud University, Riyadh

² Saud University, Education, Riyadh Education Administration

10.21608/edusohag.2024.308414.1527

Abstract

The research aims to determine the digital skills of Islamic studies teachers in the secondary stage in light of the European Digital Framework for Teachers (Dig Comp Edu) in the Kingdom of Saudi Arabia, and to reveal the degree to which they possess them from their point of view. The questionnaire was used and the descriptive survey approach was adopted,. The study showed a number of results, including the general arithmetic mean for the axis (2,49) with a standard letter (0,54), and this indicates that the degree of possession of Islamic studies teachers in the secondary stage of digital skills was low, where professional interaction comes. It ranked first with a arithmetical mean (2.57) and with a standard letter (0,62), followed by evaluation with a arithmetical mean (2,50) and with a standard letter (0,82), and in third place it comes after empowering learners and facilitating digital competence with a arithmetical mean (2,48) and with a standard letter (0,81), and in fourth place. It comes after teaching and learning with a mean of (2,47) and a standard letter of (0.81), and finally comes after digital resources as the least dimension of digital skills in terms of the degree of possession among female teachers with an arithmetic mean of (2.42)..

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