Abstract

This study aims to analyze the level of digital empowerment among male and female teachers in light of Saudi Arabia's vision"2030" and investigate the effect of (gender, specialization, and experience) variables on these levels. For this purpose, the researchers prepared the teachers' digital empowerment questionnaire. The study sample comprised of (263) middle and secondary stage teachers. Results revealed that there are statistically significant differences in the levels of digital empowerment due to gender in the axis of the digital communication in favor of female teachers and the axis of the digital environment in favor of male teachers, while there are no statistically significant differences in the levels of the teachers' digital empowerment due to specialization. Also, there are statistically significant differences due to years of experience in the axis of digital evaluation in favor of teachers with more than ten years of experience. In light of these results, the researchers presented a suggested proposal for teachers' digital empowerment to achieve the Kingdom's vision"2030". In light of these results, the researchers presented a suggested proposal for teachers' digital empowerment to achieve the Kingdom's vision"2030".

Key words: Digital Empowerment, Teacher, The Kingdom of Saudi Arabia, Saudi Arabia’s Vision”2030”