Professional competencies for teachers needed to enhance intellectual security in the digital environment for kindergarten children

Aims: This study explores the competencies required of kindergarten teachers to foster intellectual security in children’s digital environments, focusing on issues of national identity, belonging, and the prevention of extremist ideas. The research was conducted from the perspective of teachers in government kindergartens in Hail City, Kingdom of Saudi Arabia (KSA). Methodology: A descriptive survey design was employed. A researcher-developed questionnaire was administered to a sample of 197 government kindergarten teachers in Hail City. Data were analyzed using frequencies, percentages, means, and standard deviations. Results: Findings revealed that teachers strongly endorsed competencies related to promoting intellectual security, particularly in strengthening national identity and belonging, as well as in preventing extremist ideologies. Conclusion: The study highlights the importance of equipping teachers with these competencies and integrating them into early childhood teacher preparation programs. It further recommends extending similar research to other regions and professional contexts, while also examining barriers to effectively promoting intellectual security in children’s digital environments and strategies to address them.