The degree The Degree to Which Educational Supervisors Practice Digital Transformation Strategies and Artificial Intelligence Applications and Their Challenges in Light of the Jordanian Strategies (2027–2022)
DOI:
https://doi.org/10.33977/0280-014-021-006Keywords:
Digital transformation, Artificial Intelligence, educational supervision, challenges, Jordanian strategies (2022-2027)Abstract
Objectives: This study aims to identify the degree to which educational supervisors practice digital transformation strategies and artificial intelligence applications in light of the Jordanian strategies (2022–2027), and the challenges facing this practice from their points of view in Jordan.
Methods: The study employs descriptive survey and qualitative methods. The instruments consist of (27) items across two domains: digital transformation strategies and artificial intelligence applications, in addition to a semi-structured interview. The sample consists of (325) male and female educational supervisors selected through convenience sampling, while (6) computer education supervisors from the Jordanian Ministry of Education are purposively selected for the interview.
Results: The results indicate a high level of practice of digital transformation strategies, while the practice of artificial intelligence applications is moderate. The results also show that there are no statistically significant differences due to the variables of gender, academic qualification, supervisory experience, and field of supervision. Interview findings reveal several challenges, including issues of accuracy and reliability, weak digital infrastructure, and limited digital skills.
Conclusions: The study recommends strengthening training in digital transformation strategies and artificial intelligence applications, with continuous impact evaluation.
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