The Importance of Digital Technology in Learning from the Point of View of Faculty Members in Jordanian Universities

Abstract

Objective: This research aimed to gauge the perceptions, competencies, and experiences of faculty members regarding the integration of digital technologies in higher education within Jordan.

Methods: The sample encompassed 70 faculty members from Al Balqa Applied University, Al Hussein University, and Mut’ah University during the academic year 2021/2022. Utilizing a mix of qualitative and quantitative research tools, we captured insights into their attitudes, beliefs, and perceived barriers in implementing digital tools in the teaching-learning process.

Results: While the provision of infrastructure and resources in the aforementioned universities was commendable, the efficacy of technology assimilation largely hinged on faculty attitudes and competencies. Variations in perceptions were evident based on academic backgrounds and teaching tenure. Additionally, faculty members expressed specific challenges, emphasizing the need for customized training and continual support mechanisms.

Conclusion: The path to seamless digital integration in Jordanian higher education is intimately linked with faculty perspectives and proficiency. Tailored training and robust support mechanisms are essential to maximize the potential of digital tools and ensure a transformative educational experience for students. The role of faculty is paramount, and their insights and challenges provide a roadmap for further enhancements in this digital journey.

Keywords: Digital Technology Integration, Higher Education in Jordan, Faculty Perceptions, Teaching Competencies, Digital Adoption Challenges

DOI: 10.7176/RHSS/10-13-07

Publication date:July 31^st 2020