دور سياسات التعليم في التحول الرقمي في ضوء رؤية المملكة 2030 من وجهة نظر المعلمات

Abstract EN

The current study aimed to investigate the role of education policies in digital transformation in the light of the kingdom's vision 2030 from the point of view of female teachers in al-Qunfudah governorate.

where the descriptive approach was used, and the study population consisted of all school teachers in al-Qunfudhah governorate, who numbered (3544) teachers.

the questionnaire was used as a tool for the study, which was applied to a stratified random sample consisting of (380) female teachers.

the results concluded that the level of the role of education policies in digital transformation in light of the kingdom’s vision 2030 as a whole was high.

where dimension no.

(1) (the role of education policies in spreading the culture of digital transformation) came in the first place, while in the last place came dimension no.

(4) (the role of education policies in financing digital transformation), the results of the study showed that there were statistically significant differences in the second dimension (the role of education policies in designing digital educational programs), the third dimension (the role of education policies in preparing qualified human resources) and the fourth dimension (the role of education policies in financing digital transformation) according to the variable of years of experience in favor of the category from 5 to less than 10 years, while there were no differences in the first dimension (the role of education policies in spreading the culture of digital transformation) according to the variable of years of experience.

the researcher recommends that educational institutions in the kingdom, whether governmental or private, should continuously monitor and evaluate their internal and external environment during their digital transformation.