جاهزية معلمي التربية الخاصة لتطبيق التعليم الرقمي الشامل: دراسة نوعية للكشف عن الكفايات والتحديات واحتياجات التطوير المهني
inclusive digital education
DOI:
https://doi.org/10.53285/artsep.v8i2.3192Keywords:
inclusive digital education, , special education teachers, teacher professional development, digital competencies, qualitative research, teacher readiness, systemic barriers.Abstract
The success of inclusive digital education depends on teachers’ readiness and their ability to employ digital technologies effectively within inclusive educational settings. However, the experiences of special education teachers in navigating the demands of this transformation remain insufficiently understood, particularly given the diversity of individual differences among learners with disabilities. This qualitative study aimed to explore special education teachers’ readiness to implement inclusive digital education in Saudi Arabia through semi-structured interviews with female special education teachers working in inclusive schools. The thematic analysis revealed three main themes: teachers possessed a sound conceptual understanding of inclusive digital education but faced difficulties translating this understanding into actual classroom practices; several structural barriers limited implementation, including inadequate technical support, unclear policies, and limited resources; and teachers expressed a need for continuous professional development. The findings confirm that the knowledge–practice gap is more closely associated with organizational constraints than with teacher deficiencies. They also suggest that strengthening inclusive digital education requires coordinated development across digital platforms, infrastructure, policies, and professional development programs.References
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