Understanding and acceptance of evolution and its teaching among biology teachers in an Arab context

Teachers’ knowledge and acceptance of evolution affect their evolution teaching. However, research on the relationship between teachers’ knowledge about and acceptance of evolution is ambiguous. Previous studies suggest that religiosity, gender, academic qualifications, and teaching experience may influence knowledge and acceptance. However, few studies have focused on Arab contexts. This study examined the knowledge about and acceptance of evolution among Jordanian biology teachers (<i>N</i> = 346), a country rarely studied regarding evolution education. Data were collected using a questionnaire to assess knowledge, acceptance, and sociodemographic variables. Results demonstrate a low level of knowledge about evolution for Jordanian biology teachers. Years of teaching experience were significantly associated with higher levels of knowledge. Acceptance of evolution was low. Males, postgraduates, and teachers with less than five years of experience showed higher acceptance levels. Biology teachers in Jordan demonstrate no significant correlation between their knowledge and acceptance of evolution, whereas a significant negative correlation was shown for female teachers. The study underscores the need for curriculum reforms in Jordanian universities and schools to improve evolution teaching. Given the influence of sociocultural and religious factors on acceptance, future research should explore the role of religiosity and demographic variables in shaping attitudes toward evolution.