The Current Status of Modern Educational Technologies and the Importance of Their Implementation from the Perspectives of Basic Education School Teachers in Al-Ajaylat City

Abstract

The aim of the study was to identify the current state of the application of modern technologies in education and the importance of utilizing them from the perspective of teachers in basic education schools in the city of Al-Ajaylat. It also sought to assess the level of availability of the requirements for digital transformation, determine the extent to which artificial intelligence applications are being used in the educational process, and identify the main obstacles that limit their effective utilization.

The study adopted the descriptive-analytical approach and used a questionnaire as the data collection instrument. The questionnaire consisted of 51 items distributed across six dimensions and was administered to a sample of 160 male and female teachers from eight basic education schools during the 2025–2026 academic year. The data were analyzed using the Statistical Package for the Social Sciences (SPSS). The validity and reliability of the instrument were verified using the Pearson correlation coefficient, Cronbach’s alpha coefficient, and the split-half method.

The results showed that the level of application of modern technologies was moderate, with an overall arithmetic mean of 3.26 out of 5. Meanwhile, the dimension concerning the impact of modern technologies on the quality of education ranked first, with a high level of agreement. This reflects teachers’ recognition of the role of modern technologies in improving the quality of teaching and increasing the effectiveness of the educational process.

In contrast, the dimension concerning the use of artificial intelligence ranked last, indicating limited adoption due to insufficient training, inadequate technological resources, and the relative novelty of artificial intelligence applications in the school environment. The findings also revealed several obstacles, including weak digital infrastructure, unstable internet services, a shortage of equipment, inadequate technical support, and insufficient funding.

Furthermore, the results indicated that there were no statistically significant differences in the participants’ responses attributable to gender, age, or years of teaching experience.

The study recommends developing digital infrastructure, strengthening professional training programs, providing technical and financial support, and establishing strategic plans to promote and implement digital transformation in basic education schools