A Training Program Based on the Training Needs of Teachers of Children with Hearing Impairments in Light of the Requirements of the Fourth Industrial Revolution to Develop Digital Teaching Skills and Its Impact on Their Technological Acceptance.

Elsayed, Mohammed Rashdan Ali ِ; Tawfik, Alaa El-Din Mohammed

doi:10.21608/edusohag.2025.429443.1818

A Training Program Based on the Training Needs of Teachers of Children with Hearing Impairments in Light of the Requirements of the Fourth Industrial Revolution to Develop Digital Teaching Skills and Its Impact on Their Technological Acceptance.

Document Type : Original Article

Authors

College of Special Needs Sciences

10.21608/edusohag.2025.429443.1818

Abstract

The current research aimed to develop a training programme based on training needs to enhance Digital Teaching Skills among teachers of young children with hearing disabilities in early childhood education, and to determine the impact of this programme on their Technology Acceptance, in light of the requirements of the Fourth Industrial Revolution, The researchers adopted the quasi-experimental approach using a one-group design, The research sample consisted of 30 female teachers of children with hearing disabilities in early childhood education, selected from inclusive schools in Beni Suef Governorate, To achieve the research objectives, the researchers developed three tools: a cognitive achievement test related to Digital Teaching Skills, an observation checklist for the practical aspect of these skills, and a Technology Acceptance scale. The results showed the effectiveness of the training programme in enhancing both the cognitive and practical aspects of Digital Teaching Skills among teachers of children with hearing disabilities. The programme also contributed to increasing their Technology Acceptance, indicating the effectiveness of the training programme in improving digital teaching and its positive impact on teachers' acceptance of technology, In light of the results, several recommendations were formulated, the most important of which are: the necessity of designing training programmes based on the actual needs of teachers of children with hearing disabilities; providing the necessary technological infrastructure to ensure the continuity of using the acquired skills; and establishing professional learning communities that enable teachers to exchange experiences, provide support, and collaboratively solve problems related to technology use.

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