The Role of Digital Learning Innovations in Achieving Good Digital Education for Teachers in Saudi Arabia

Abstract

The study aimed to determine the effectiveness of digital learning innovations (DLIs) in achieving good digital education among intermediate school teachers (ISTs) in the Al-Namas Governorate. The study included 400 teachers from all disciplines of public education, consisting of 218 female and 182 male teachers. The professional ranks of participants comprised 286 practicing teachers, 66 teachers, and 48 with other ranks. The study identified that 255 participants did not receive training on DLIs. Statistically significant differences between the genders were found at the significance level (??0.05), in favor of female teachers in problem-solving and data analysis. A one-way ANOVA test and Cronbach's alpha were used to measure the statistically significant differences between different variables. The average Cronbach alpha coefficient was 0.986, which is a high value indicating that the questionnaire has a high degree of stability. The study results demonstrated that the transactions of artificial intelligence, innovative educational activities that meet the needs of people with special needs, and cybercrime require intensive and in-depth training so that teachers can optimally use digital innovation applications in the educational environment.   Received: 27 March 2024 / Accepted: 30 May 2024 / Published: 5 July 2024