TEACHERS’ PERCEPTIONS OF DIGITAL CURRICULUM IMPLEMENTATION IN JORDAN
Abstract
This study explores the perceptions of implementing digital curricula in terms of Readiness (technical and pedagogical) and the obstacles to implementation from teachers’ perspective in the Directorate of Education of Al-Jami’ah District, Jordan. The study employs a descriptive survey and includes a random sample of 370 male and female teachers working in the Directorate of Education of Al-Jami’ah District, Amman. A questionnaire was developed, focusing on two domains: teachers’ Readiness (technical and pedagogical) and the challenges of implementing digital curriculum supports. The results indicate that the overall Readiness for implementing digital curricula, in terms of technical and pedagogical Readiness, and the degree of obstacles to implementation were rated as moderate. There were significant differences in Readiness based on gender and school type, favoring males and private schools. However, no significant differences were observed concerning teaching experience or academic qualifications. The study recommends that stakeholders in the Ministry of Education prioritize digital curricula and work towards effective implementation in the educational field.
Keywords
Digital curricula, readiness, implementation challenges, teachers
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