Digital skills infusion in curriculum development: investigating instructors’ perspectives
DOI:
https://doi.org/10.7346/sird-012025-p175Keywords:
Curriculum development, digital skills, early childhood education, Middle EastAbstract
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.
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Copyright (c) 2025 Michele Biasutti, et al.
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