Assessing Middle School Teachers’ Digital Innovation Skills in Bisha Province: A Comprehensive Study

Abstract

This study aims to assess the digital innovation skills of 400 middle school teachers in the Bisha Province and evaluate their significance in the educational process. The survey reveals that instructors exhibit a high level of technological expertise and proficiency, namely in utilizing search engines and databases to locate information. Nevertheless, their proficiency in using artificial intelligence applications in school is deficient. In terms of digital security, instructors are competent at generating strong passwords, but they lack understanding of cybercrimes and prevention solutions. Teachers have exceptional communication and cooperation abilities, emphasizing ongoing learning and active involvement in professional development programs. In addition to their proficiency in resolving technological issues, they require enhancements in their ability to support students in problem-solving within the e-learning setting. In addition, instructors demonstrate expertise in data analysis abilities, specifically in utilizing data to improve their instructional methods. The report also highlights notable disparities depending on gender, specialty, professional hierarchy, and involvement in training programs. In summary, the study emphasizes the significance of training and professional development programs in improving teachers’ digital innovation skills and enhancing the quality of education.