درجة توظيف معلمي التربية المهنية في المرحلة الأساسية في محافظة جرش للمهارات الرقمية من وجهة نظرهم في ضوء بعض المتغيرات

Abstract

The current study aimed to investigate the degree to which vocational education teachers in the primary stage in Jerash Governorate employ digital skills, from their point of view, in light of some demographic variables (gender, academic qualification, years of experience, and number of training courses in educational technology). To achieve the objectives of the study, the descriptive survey method was adopted. A research tool was developed in the form of questionnaire consisting of (26) items distributed over six main domains, based on the European Framework for Digital Competence for Teachers (DigCompEdu). This questionnaire was distributed to all members of the study population, totaling (136) vocational education teachers in Jerash Governorate, with (72) female teachers and (64) male teachers, as the comprehensive survey method was followed. The study results revealed that the degree to which vocational education teachers in the primary stage in Jerash Governorate employ digital skills, from their point of view, was moderate across all six domains addressed by the study. The results also showed that there were no statistically significant differences at the significance level (α = 0.05) attributable to the variables of gender, academic qualification, and number of training courses in the field of educational technology. However, the results revealed a statistically significant difference regarding the fourth domain (digital assessment) in relation to the variable of years of experience. Based on the findings, the study recommended raising awareness among teachers and school principals about the importance of employing digital skills in various academic subjects to keep pace with modern cognitive and technological developments.