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All Journal International Journal of Social and Education (INJOSEDU) Indonesian Journal of Education (INJOE)
Faten Abdalkareem Alsmadi
Educational Assessor, Education Quality and Accountability Unit, Ministry of Education, Jordan

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THE LEVEL OF EMPLOYING EDUCATIONAL TECHNOLOGY BY BASIC EDUCATION TEACHERS IN LIGHT OF TOTAL QUALITY STANDARDS IN THE DIRECTORATE OF EDUCATION OF UNIVERSITY DISTRICT Faten Abdalkareem Alsmadi
INJOSEDU: International Journal of Social and Education Vol. 2 No. 10 (2026): International Journal of Social and Education (INJOSEDU)
Publisher : Adisam Publisher

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Abstract

This study aimed to investigate the level to which male and female basic education teachers employ educational technology in light of total quality standards within the Directorate of Education of the University District, and to examine differences according to gender, academic qualification, and years of experience during the first semester of the 2025/2026 academic year. The study adopted a descriptive survey design and utilized a questionnaire as the data collection instrument. The questionnaire comprised four main domains: learning objectives and competencies, assessment and measurement, educational materials and technology use, and learner support, accessibility, and interaction. These domains included 27 items, measured on a five-point Likert scale. The study sample consisted of 826 teachers, 39.9% male and 60.1% female, selected through simple random sampling. The results indicated that the overall level of technology use was high. Among the domains, assessment and measurement ranked first, followed by learner support, accessibility, and interaction, while learning objectives and competencies, and educational materials and technology use ranked lowest. The findings also revealed statistically significant differences in favor of female teachers, whereas no significant differences observed regarding academic qualification or years of experience. The researcher recommends leveraging female teachers’ commitment to closely monitoring the educational process, providing continuous feedback, and creating interactive learning environments
A PROPOSED TRAINING PROGRAM FOR EMPLOYING CHATGPT ARTIFICIAL INTELLIGENCE APPLICATIONS FOR FACULTY MEMBERS AT THE UNIVERSITY OF JORDAN BASED ON CONNECTIONIST THEORY Faten Abdalkareem Alsmadi
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19493926

Abstract

This study aimed to design a proposed training program based on connectivist theory for employing artificial intelligence applications (ChatGPT) among faculty members at the University of Jordan. The study adopted a mixed-methods approach, including a quantitative analysis through a questionnaire administered to 332 faculty members, and a qualitative analysis through interviews with 15 faculty members to identify the standard specifications of the program. The results indicated that the majority of faculty members emphasized the importance of formulating clear, applicable, and measurable general and specific objectives (93.5%), identifying the target group and its training needs (80%), and ensuring continuous assessment and feedback (80%). The primary goals of the program identified as developing research skills, improving the educational process, and empowering learning (66.7%). Participants also highlighted that the training program should be flexible, have content aligned with trainees’ skills and needs, enhance interaction and participation, and promote critical thinking and problem solving. The program should focus on developing research, communication, and collaboration skills to keep pace with technological advancements. Furthermore, the study stressed the importance of integrating social, cultural, and ethical standards to ensure the program’s effectiveness and sustainability. The study recommended designing training content that encourages active and interactive learning, formulating clear and specific objectives, creating a flexible learning environment using technology and AI tools, and implementing continuous evaluation to collect feedback and improve program effectiveness.
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