نوع المستند : المقالة الأصلية
المؤلف
كلية التربية - جامعة المجمعة
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
This study sought to determine the requirements of electronic professionalism for teachers in Al Majmaah Governorate in light of the digital transformation of the Kingdom’s Vision 2030. To achieve this goal, a questionnaire was built. The instrument was applied to (320) employees in the first semester of 2024/2025. The results asserted that the degree of practice of employees of public schools in all its dimensions was high. This indicates that most employees are keen to employ digital technology in education. It was also found that there are obstacles to digital professional development. These obstacles include the weak awareness of teachers of the role of digital learning tools, resistance to development, tradition of current professional development programs, as well as limiting training to theoretical aspects not to the practical aspect. Results indicated that there were statistically significant differences on the dimensions of digital professional development attributable to gender, job, and number of years of experience, while there were no statistically significant differences attributable to the variables of specialization and educational stage.
الكلمات الرئيسية [English]
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