Salhab, Reham, Jazzar, Mahmoud, Hamad, Nadia, Aubsaa, Jafar, Arouri, Yousef, Hamaidi, Diala, Al‐Salaymeh, Ahmed, Dumitrache, Anisoara, Nedelcu, Anca, Firuta Tanacea, Antoaneta, Farag, Mohamed M. S., AboZaid, Shaimaa A., AboTalep, Rasha A., Shehadeh, Amer, Sholi, Ibrahim, Marmash, Fouzia, Khalil, Nehal L., Abdelghany, Basem, Ramzy, Omar, Sameh, Ahmed, Biasutti, Michele, Concina, Eleonora, Mangiacotti, Anthony ORCID: https://orcid.org/0000-0002-1535-4974, Barata, Ana, Carvalho, Carlos, Nawaf Maaitah, Omer, Azzam Aljarrah, Abdallah, Bani Domi, Hassan A., Al‐khasawneh, Ahmad, Edwan, Ezzeldin and Makrakis, Vasileios (2025) Digital skills infusion in curriculum development: investigating instructors’ perspectives. Italian Journal of Educational Research (IJEduR) (34). pp. 175-190. ISSN 2038-9744

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Abstract

Abstract
The current study explores college instructors’ perspectives on digital skills integration in early childhood education curricula at higher education institutions. A mixed‐methods approach is adopted with a pre‐existing questionnaire composed of 14 items and semi‐structured interviews. Data were collected from nine universities across the Middle East, targeting 464 college instructors. The findings indicate a disposition among college instructors toward acquiring and refining digital competencies related to pedagogical practices and learning modalities, underscoring the significance of integrating digital elements into curriculum content. College instructors expressed the least favorable views regarding the limited inclusion of digital tools and resources in the curricula. Two themes emerged from the qualitative data: positive perspectives, and negative perspectives to integrate digital skills into the curriculum. The study emphasizes the need for incorporating digital components into curriculum design to better equip educators and learners in early childhood education within higher education settings

Riassunto
Questo studio esplora le prospettive dei docenti universitari sull’integrazione delle competenze digitali nei curricula di educazione della prima infanzia presso le istituzioni di istruzione superiore. È stato adottato un approccio metodologico misto, utilizzando un questionario preesistente composto da 14 domande e interviste semi‐strutturate. I dati sono stati raccolti in nove università del Medio Oriente, coinvolgendo 464 docenti universitari. I risultati indicano una propensione da parte dei docenti ad acquisire e perfezionare competenze digitali legate alle pratiche pedagogiche e alle modalità di apprendimento, evidenziando l’importanza di integrare elementi digitali nei contenuti curriculari. I docenti hanno espresso opinioni meno favorevoli riguardo alla scarsa presenza di strumenti e risorse digitali nei curricula. Dai dati qualitativi sono emerse due tematiche principali: prospettive positive e prospettive negative sull’integrazione delle competenze digitali nel curriculum. Lo studio sottolinea l’urgente necessità di incorporare componenti digitali nella progettazione curricolare per preparare meglio educatori e studenti nel campo dell’educazione della prima infanzia all’interno del contesto universitario.

Item Type:	Article
Identifier:	doi10.7346/sird-012025-p175
Keywords:	Curriculum development, digital skills, early childhood education, Middle East
Subjects:	Education Education > Teaching and learning > Technology-enhanced learning
Date Deposited:	24 Nov 2025
URI:	https://repository.uwl.ac.uk/id/eprint/14329
Sustainable Development Goals:	Goal 4: Quality Education

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