The Reality of Digital Competencies among Science Teachers in Primary Schools in Saudi Arabia

Al-Ghamdi, Reem Ahmed Ramzi

doi:10.21608/jsrep.2024.362852

The Reality of Digital Competencies among Science Teachers in Primary Schools in Saudi Arabia

Document Type : Original Article

Author

Reem Ahmed Ramzi Al-Ghamdi

Associate Professor, Department of Curriculum and Instructional Technologies, College of Education, Taif University, Saudi Arabia.

10.21608/jsrep.2024.362852

Abstract

This research aimed to investigate the availability of digital competencies among science teachers in primary schools in Saudi Arabia. The descriptive-analytical method was employed to uncover this information. The research sample consisted of 365 science teachers from the primary stage in Saudi Arabia. The research instrument was a questionnaire designed to assess the availability of digital competencies among science teachers in primary schools in Saudi Arabia. The research findings revealed several key results, including:

The availability of digital competencies among science teachers in primary schools in Saudi Arabia, with a mean of 4.22 and a percentage of agreement of 84.3%, is at a very high level.
The axes were ranked according to the extent of availability of operational competencies for presenting and managing science lessons through the "Madrasati" platform, at a very high level of availability (4.27), and a percentage of agreement of 85.5%. This was followed by the axis: basic competencies for using computers and digital information sources, at a very high level of availability (4.24), and a percentage of agreement of 84.7%. This was followed by the axis: digital competencies for participation and communication with students and science teachers, at a high level of availability (4.19), and a percentage of agreement of 83.8%. Finally, the axis: obstacles to the use of digital competencies in teaching science, at a high level of availability (4.17), and a percentage of agreement of 83.3%.
The research results also indicated that there are no statistically significant differences attributable to the gender variable and that there are statistically significant differences attributable to the academic qualification variable and the number of training courses in favor of the higher qualification and the higher number of courses.

Keywords

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