Empowering teachers: The role of digital technology in professional competency development in Saudi Arabia

Fouad Ahmed Al-Modafar ()

Humanities and Social Sciences Letters, 2025, vol. 13, issue 2, 706-723

Abstract: This study explores how digital technology enhances the professional capabilities of teachers in Saudi Arabia. A sample of 300 male and female teachers across intermediate and secondary schools is present in Al-Ahsa Governorate. The evaluation utilized a questionnaire and the teacher professional competence scale to measure digital technology's impact on teacher professional development across the kingdom. The study revealed the status of teacher’s digital technology usage in education and its role in developing their professional competence. A research gap was identified, emphasizing the need for targeted interventions to bridge the divide between awareness of digital resources and their effective implementation to enhance teaching quality. Multiple regression analysis showed a strong relationship between teacher competencies and digital technology components (p = 0.001). Proper utilization of digital tools can significantly enhance teacher competence. The findings provide valuable insights for designing training programs that improve teachers' ability to use digital technology effectively. Educational institutions can empower teachers, improve teaching quality and align with Saudi Vision 2030 goals by addressing existing barriers and promoting comprehensive professional development initiatives. Schools should initiate programs that include carefully planned workshops combined with collaborative learning opportunities with continuous technical assistance mechanisms to teach teachers how to master digital tools.

Keywords: Digital technology; Educational success; Human resources; Teaching efficiency; Training professionals. (search for similar items in EconPapers)
Date: 2025
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