The Degree of Digital Fluency Availability Among Middle School English Teachers in Bisha City

The aim of this study was to assess the dimensions of digital fluency (technical, cognitive, social, and security/privacy) among middle school English teachers in Bisha Governorate, Saudi Arabia. The study included 157 teachers selected using a simple random sampling method. The researchers employed a descriptive survey approach and used a questionnaire as the research instrument. The study results showed that the level of availability of the dimensions of digital fluency among middle school English teachers in Bisha Governorate varied: the social dimension ranked first with a mean score of 4.35, indicating a very high level of availability; followed by the security and privacy dimension with a mean score of 4.32, also indicating a very high level of availability; then the cognitive dimension with a mean score of 4.17, indicating a high level of availability; and finally the technical dimension with a mean score of 4.11, also indicating a high level of availability. Overall, the mean score across all dimensions was 4.24, suggesting that the teachers’ digital fluency level was very high. The results also revealed statistically significant differences in digital fluency based on the job rank variable, in favor of experienced teachers. However, no statistically significant differences were found in digital fluency based on the academic qualification or years of service variables. The study recommends developing training programs to enhance digital fluency and investigating their impact on students’ academic achievement, as well as expanding future research to include teachers from other disciplines.