The Necessary Skills for Digital Education and the Extent to Which Middle School Teachers in Medina Possess Them: A Field Study

This study aimed to identify the necessary skills for digital education and the extent to which middle school teachers in Medina possess them. A descriptive methodology was employed, with a questionnaire used to collect data. The study was applied to a sample of 422 male and female middle school teachers, distributed according to the variables of (gender/specialty/qualification). The results indicated that the study sample strongly agreed on the necessary skills for digital education for middle school teachers. However, the results also showed that the level of middle school teachers' possession of the necessary digital education skills was generally low. The study results indicated that there were no statistically significant differences in the responses of the study sample attributed to the gender variable. Additionally, there were no statistically significant differences in the responses of the study sample attributed to the specialty variable regarding the identification of the necessary skills for digital education, while there were statistically significant differences attributed to the specialty variable regarding the level of teachers' proficiency in these skills in favor of those with a scientific specialization. The results also indicated that there were no statistically significant differences in the responses of the study sample attributed to the qualification variable regarding the necessary skills for digital education for middle school teachers, while there were statistically significant differences in their responses attributed to the qualification variable regarding proficiency in these skills in favor of those with an educational qualification.
Keywords: Digital Skills, Digital Education, Middle School, Digital Pedagogical Competencies.