The Degree of Social Studies Teachers’ Possession of Digital Teaching Skills

Background/purpose. This study aimed to investigate the degree to which social studies teachers in Jordan possess digital teaching skills and to examine whether there are statistically significant differences based on professional experience. The study highlights the increasing importance of digital competencies in education, particularly in the aftermath of COVID-19, where digital integration has become a necessity. Materials/methods. A descriptive research methodology was employed. Data were collected using a 30-item questionnaire administered to a randomly selected sample of 100 male and female social studies teachers across Jordan. The validity and reliability of the instrument were confirmed through pilot testing, Cronbach’s Alpha, and Pearson correlation analyses. Descriptive statistics (means and standard deviations) and inferential statistics (t-tests and ANOVA) were applied to analyze the data and test the research hypotheses. Results. The findings revealed that the overall level of digital teaching skills among participants was moderate. In addition, the results indicated that there were no statistically significant differences at the significance level of (α = 0.05) in teachers’ digital teaching skills attributable to the variable of professional experience. Conclusion. The study concludes that, regardless of professional experience, many social studies teachers possess only a moderate level of digital proficiency, which may limit the effective integration of technology in classrooms. The study's unique contribution lies in identifying specific areas of digital skill gaps among social studies teachers in Jordan. Accordingly, it emphasizes the need for well-designed, targeted professional development programs and practical interventions to enhance teachers' digital teaching skills in line with the evolving demands of modern education.