Training Needs for Female Teachers in Kindergarten Based on the Philosophy of Inclusion in the Light of the Digital Age From their Point of View

The aim of the current research is to identify the necessary training needs of kindergarten teachers based on the philosophy of inclusion considering the digital age from their perspective and investigate the impact of qualification, teaching experience, and type of kindergarten on their training needs. The descriptive and analytical approach was used, the study sample consisted of (141) teachers for the academic year 1442-1443 AH, and a questionnaire was prepared included (44) phrases that addressed (5) training needs to be related to the nature of integration, awareness of it and its requirements in the digital age, the ability to design digital learning environments suitable for integration, the use of teaching strategies commensurate with electronic environments, and the extent to which teachers require professional development courses in light of their needs. The results show that there are no statistically significant differences between the average scores of female teachers in their estimates of the training requires for them in integration classes due to the difference in the type of kindergarten, there are statistically significant differences between research groups according to academic qualification in favor of doctoral holders, there are significant differences Statistical among research groups according to experience in favor of the experience category (5 to 10 years).