Digital Teaching Skills in Inclusive Classrooms: Evidence from Teachers in Qasabat Al Salt
TL;DR
The evidence supports systematic capacity‑building to strengthen teachers’ digital readiness for inclusive classrooms and proposes a targeted professional development plan emphasizing lesson planning that integrates accessible digital resources and universal design for learning principles.
Abstract
This study examined the degree to which teachers in inclusive education schools in Qasabat Al‑Salt possess digital teaching skills. A descriptive survey design was used with an intentional sample comprising the full population of eligible government‑school teachers (N=16) during the first semester of 2023/2024. Data were collected via a questionnaire targeting three domains of digital teaching: planning, implementation, and evaluation. Results indicated a moderate overall level of digital teaching skills in the context of inclusive education. Based on these findings, the study proposes a targeted professional development plan emphasizing: (a) lesson planning that integrates accessible digital resources and universal design for learning principles; (b) technology‑supported delivery (e.g., assistive tools, platform fluency, classroom management in blended settings); and (c) assessment practices that leverage digital tools for differentiation and feedback. Practical implications for educational leaders include allocating resources for school‑level technologies, scheduling sustained, practice‑embedded training, and aligning supervision standards with digital‑inclusion competencies. Limitations include the small, single‑district sample and self‑report measures; future research should employ larger, multi‑site samples, include classroom observations, and examine student outcomes to validate skill–impact links. Overall, the evidence supports systematic capacity‑building to strengthen teachers’ digital readiness for inclusive classrooms.