The challenges facing Omani school teachers in improving their DL (digital literacy) skills.

Abstract

As technology takes a huge aspect in human lives, its effect is huge on the educational sector. This study examines the challenges faced by Omani teachers in enhancing their digital literacy skills and explores the role of professional development in addressing these challenges. Employing a mixed-methods approach, quantitative data was collected through surveys from more than 200 teachers and teaching faculty all over the sultanate of Oman, while qualitative insights were gathered via semi-structured interviews with teachers and supervisors. The findings reveal that factors such as limited access to technology, inadequate training and institutional support, unequal access to professional development opportunities, resistance to change, and fear of technology significantly hinder teachers' digital literacy. Among these, the duration of professional development programs emerged as the most critical challenge, while content focus and familiarity with digital literacy were identified as the least impactful factors. The study highlights the importance of targeted professional development programs, continuous support, and collaborative learning environments to address these challenges. However, limitations such as the restricted sample size, reliance on self-reported data, and cross-sectional design may affect the generalizability and interpretation of the findings. Recommendations for future research include expanding the sample size, adopting longitudinal approaches, and utilizing objective measures of digital literacy competencies. By addressing these challenges and implementing the proposed solutions, schools and policymakers can enhance teachers' digital literacy, ultimately improving educational outcomes in Oman