Evaluation of E-Learning Skills Among Secondary School Teachers in Riyadh According to the Standards of the National Centre for E-Learning

Abstract

The study aimed to determine the extent to which e-learning skills are available among female high school teachers in Riyadh, based on the standards of the National eLearning Center. A descriptive methodology was employed, and data were collected using a questionnaire developed in accordance with the quality assurance standards for e-learning issued by the National eLearning Center. The questionnaire was administered to a random sample of 132 teachers. The results of the study revealed that female high school teachers in Riyadh possess e-learning competencies to a high degree, with an average score of 3.95. Skills related to interaction and active learning ranked highest, indicating a high level of proficiency, whereas assessment and evaluation skills ranked lowest. Regarding the study variables, the statistical analysis showed no significant differences based on years of experience, academic qualification, or field of specialization. In light of the results, the researchers made several recommendations, the most important of which is the development of teachers’ assessment and evaluation skills, as well as the enhancement of their technical competencies through training programs on the use of modern technological innovations, such as augmented reality applications and artificial intelligence in education.