Computer Teachers’ Practices in Karak Governorate for the Requirements of Digital Transformation and Their Role in Enhancing the Future Quality of University Education
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Abstract
This study aimed to explore the practices of computer teachers in Karak Governorate regarding the requirements of digital transformation and their role in enhancing the future quality of university education, from the teachers’ perspectives. The study employed a descriptive analytical methodology. The study population consisted of all computer teachers in Karak Governorate, with a stratified random sample of (210) male and female teachers selected.
The findings indicated that computer teachers in Karak exhibit high-level digital practices that support digital transformation, with a mean score of (3.80). Results also showed that the future quality of university education was rated at a moderate level, with a mean score of (3.66). Additionally, the study found no statistically significant differences at the (α=0.05) level in the responses of computer teachers based on gender. However, significant differences were found based on educational qualification, favoring teachers with postgraduate degrees.
The study recommends designing specialized training programs in the field of digital transformation targeting teachers with a bachelor's degree, aiming to enhance their competencies and enable them to effectively integrate digital technologies into the educational process, thereby contributing to the improvement of future university education quality.
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Digital Transformation, Quality of Education, Karak Governorate
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