The Reality of Intermediate School Islamic Studies Teachers' Use of Digital Learning Strategies and Their Attitudes Towards Them

Abstract

 This study aimed to identify the actual use of digital learning strategies by middle school Islamic studies teachers and their attitudes towards them. The descriptive-analytical method was used. For the purpose of the study, the researcher developed a questionnaire to identify suitable digital learning strategies for teaching Islamic studies, and another questionnaire to identify the actual use of digital learning strategies by middle school Islamic studies teachers, their attitudes towards them, and suggestions for activating their use of these strategies. The study instrument was administered to a sample of (75) middle school Islamic studies teachers in the Riyadh Education Department. The results showed that the actual use of digital learning strategies by middle school Islamic studies teachers was moderate, as were their attitudes towards using these strategies. Statistically significant differences were found in the teachers' use of these strategies based on the variables of academic qualification and years of experience. Furthermore, suggestions for activating their use of digital learning strategies were highly valued. In light of these results, the study presented a set of recommendations and suggestions.