Digital Pedagogy Skills: Issues and Challenges for University of Hail Faculty

Abstract

Digital pedagogy is fast gaining ground, especially in higher education institutions. The trend has taken hold in Asian universities after the Covid-19 pandemic when teachers were forced to conduct classes from home. Now, certain features of the trend have become a requirement to improve pedagogical efficiency and effectiveness, such as the use of AI tools as teaching aids, and easy assessment, feedback and monitoring of learners’ progress. However, not many teachers are prepared to handle the sophisticated technical job and lack the necessary skills the digital pedagogy requires. Often, there are no skill development initiatives from the concerned institutions. The present research looks at the issues and challenges teachers at higher education institutions face in employing digital tools without proper training. The study also examines what the essential skills are that teachers need to implement the digital pedagogy approach in their classes. The present study employed explanatory sequential mixed-methods research approach collecting data from 120 in-service teachers at a Saudi university. The obtained results show that only a little more than one third of the teacher population is digital literate. The rest two thirds face numerous issues in implementing digital pedagogy approach, and therefore, need further training. The study is very significant as the findings reveal the essential training requirements for higher education teachers to successfully integrate digital pedagogy tools with conventional pedagogy.