Mahmoud Mustafa
Teaching Methods and Curricula, Zarqa University, Al-Zarqa, Jordan
Volume: 17 | Issue: 4 | Pages: 33-43 | December 2025-| https://doi.org/10.54940/ep64382093-| PDF
Received:-20/01/2024-|-Received:-21/02/2024-|-Accepted:-28/02/2024
Corresponding Author: [email protected]
Abstract
The study aimed to reveal the status of implementing digital educational skills in teaching Islamic Education curricula as well as any related obstacles from the standpoint of teachers. The study population consisted of (430) male and female Islamic Education teachers from Jamiah District, Amman Governorate, Jordan. A random sample of (254) Islamic Education teachers, including (139) males and (115) females, from Jamiah District Educational Directorate, during 2023/2024, was taken. For the purposes of the study, the descriptive survey approach and a 25-item questionnaire were used. The study showed that the degree of implementation of digital educational skills in teaching Islamic Education curricula was generally average. No statistically significant sex or experience-related differences for teaching staff’s responses were found. The study recommended that the obstacles to implementing digital education be researched and addressed, that Islamic curricula be computerized and that supporting digital resources be provisioned.
Keywords
Digital education; Digital education skills; Secondary education curricula; Teaching methods, Islamic education teachers
How to Cite
Mustafa, M. (2025). The Teacher-perceived Status of and Obstacles to the Implementation of Digital Educational Skills in Islamic Education Curricula. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol17(4), pp33-43. https://doi.org/10.54940/ep64382093
License
1658-8177/© 2025-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-