The Requirements of Professional Development for Secondary School Teachers in the Kingdom of Saudi Arabia in the Light of the Fourth Industrial Revolution from the Experts’ Perspective

Abstract

The research aims to identify the requirements of professional development for secondary school teachers in the Kingdom of Saudi Arabia in light of the Fourth Industrial Revolution from the experts’ perspective. The research used the descriptive survey method and a questionnaire as tools. They were applied to 51 members of the teaching staff in the colleges of education in Saudi universities. The results revealed that the most prominent requirements related to educational policies and technical resources, which obtained (Agree), were; providing the technical needs of schools, such as communication networks, computers, etc., and establishing electronic technical laboratories within schools that support e-learning. While the most prominent requirements related to digital skills, which obtained (Agree), were; the teacher’s ability to self-develop and update his digital skills, and the teacher’s knowledge of relevant laws and regulations using knowledge applications, programs and technologies. Finally, the most prominent requirements related to the educational process, which obtained (Agree), were; the teacher directs students to search for information through modern technology in correct ways, and the teacher's ability to support creativity and innovation among students.

Keywords

Professional Development, The Fourth Industrial Revolution.

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