Digital competencies of faculty members at Al-Azhar University in light of the requirements of the age

Document Type : Original Article

Author

Lecturer of Foundations of Education, Faculty of Education, Al-Azhar University, Dakahlia.

Abstract

The current research aims to reveal the digital competencies required by faculty members at Al-Azhar University in light of the requirements of the age from their point of view. The current research relied on the descriptive survey method to achieve its objectives by analyzing the literature and studies that addressed the research topic and then deducing the most important digital competencies, then creating a survey list of those competencies by using a questionnaire that included five digital competencies that were applied to a representative sample of faculty members at Al-Azhar University, amounting to (433) members, and using appropriate statistical methods, the results were analyzed and extracted. The research results showed that: The digital competencies required by faculty members, from their perspective, were highly important on the overall questionnaire, as well as on its sub-themes. The overall average for the questionnaire statements as a whole was (2.63), with a (high) importance score. The responses to the sub-themes also were highly important, with relative weights ranging between (2.56: 2.69). These competencies were, in order: (digital safety and security competencies, then digital knowledge and management competencies (information), then digital content creation competencies, then digital problem-solving competencies, then digital communication and collaboration competencies). The results also showed that: There are no statistically significant differences between the sample members’ responses to the overall questionnaire, as well as to its sub-themes, depending on the study’s specialization variables (theoretical - practical), and the variable of obtaining training courses. The results also showed statistically significant differences between the sample members’ responses according to the academic degree variable (professor, assistant professor, instructor), in favor of the professors’ category with respect to the total questionnaire axes.

Keywords


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