The Reality of Science Teachers’ Use of Digital Learning Skills in Light of the Requirements of Distance Learning

Abstract

      The study aimed to identify the reality of science teachers’ use of digital learning skills in light of the distance learning requirements for the academic year (2023/2024). To achieve this goal, the descriptive survey method was used, and the study sample consisted of (102) male and female science teachers in Mafraq Governorate in Three directorates, (Directorate of Education of Qasabat Al-Mafraq District, Directorate of Education of the North-Eastern Badia District, and Directorate of Education of the North-Western Badia District). A questionnaire was developed consisting of three areas of digital learning skills that included (42) indicators, and its validity and reliability were determined according to research principles. The results indicated that science teachers use digital learning skills in their teaching to a high degree, and that there are no statistically significant differences attributed to any of the study’s categorical variables (gender, years of experience, number of courses) and the interaction between them. The study recommended the importance of including digital learning skills in teacher preparation and qualification programs and following up on their evaluation after training.