The Reality of Using Educational Technologies in Teaching Geography and Its Role in Achieving the Requirements of the Knowledge Society from the Teachers’ Perspective

Abstract

This study aims to identify the reality of using educational technologies in teaching geography and their role in achieving the requirements of a knowledge society from teachers’ perspectives. The study adopted the descriptive analytical method. A questionnaire consisting of (28) items distributed into three domains was used. The sample consisted of (100) secondary school teachers.

The results indicated that the level of using educational technologies was moderate, while teachers’ perception of their role in achieving the knowledge society was high. A positive statistically significant correlation was found between technology use and knowledge society requirements. No significant differences were found based on gender, while differences were found based on years of experience. The study recommended improving infrastructure, enhancing training programs, and supporting teachers administratively.