درجة توافر مهارات التدريس الرقمي لدى أعضاء الهيئة التعليمية في جامعة طرطوس "دراسـة ميدانيـة"

Abstract

The research aimed to identify the degree of availability of digital teaching skills (digital teaching planning skills, digital teaching implementation skills, and digital assessment skills) among faculty members at Tartous University. It also sought to study whether there were statistically significant differences between their average scores based on the variables of job title and specialization.

The study adopted a descriptive methodology. The research population included all 595 faculty members at Tartous University for the academic year 2024-2025, according to statistics from the Directorate of Planning and Statistics at Tartous University. The research sample was a stratified random sample of 239 faculty members, distributed proportionally according to the variables of specialization and job title.

The results showed that the availability of digital teaching skills among faculty members at Tartous University is generally within the moderate range. The results also revealed a variation in sub-skills, with planning skills ranking higher than implementation and assessment skills. This indicates that the ability to plan for digital education outweighs the ability to effectively apply and assess it. Furthermore, the findings showed a statistically significant difference in the availability of these skills between scientific and theoretical faculties, in favor of the scientific faculties, which possess better skills. Additionally, statistically significant differences were found between job categories, where teaching staff members outperformed both technical staff members and teaching assistants in mastering digital skills. This highlights the necessity of providing targeted support and training for all categories to ensure equal opportunities in the digital transformation of the educational process.