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Analysis of Competencies Required for Teachers According to the Kingdom's Vision 2030
Abstract
This study examines digital technology integration in Saudi Arabian schools from the viewpoints of teachers and administrators. The research employed a mixed-methods approach, involving surveys for 346 teachers and 155 administrators, as well as in-depth interviews with a subgroup of 12 teachers and 12 administrators. The findings reveal that both teachers and administrators acknowledge the significance of digital technology in education, with most indicating access to and utilization of digital tools. Challenges identified encompass technical issues, inadequate training, and bureaucratic obstacles. Qualitative insights delve into subjects like digital skills, infrastructure needs, integration's prospects and hurdles, and the influence of Vision 2030 on tech adoption. The study emphasizes advancements in digital integration while recognizing areas for enhancement, including more teacher training, addressing bureaucratic impediments, and harnessing digital technology to align with Vision 2030's educational objectives.
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