شبكة المعلومات العربية التربوية

The current study aimed at evaluating the digital educational curricula from the viewpoint of students who use these curricula and identifying the differences between them according to the variables (gender, university program, academic year), in order to know the reasons for not using these curricula by the rest of the students. The analytical descriptive approach has been used. The sample consisted of (408) male and female students. The questionnaire tool was used to evaluate the digital educational curricula, consisting of (25) items. The results showed: the evaluation of the digital educational curricula from the viewpoint of sample was medium, and (the content of the digital educational curricula) dimension came in the first place, and (the method of displaying the digital educational curricula) dimension came in the second place. There is no statistically significant difference between the mean scores of the sample members of the questionnaire according to the gender variable while there are statistically significant differences according to the academic year variable in favor of students in the fourth year. There is no statistically significant difference between the mean scores of the sample members on the questionnaire as a whole and on (the method of displaying the digital educational curricula) dimension according to the university program variable while there is statistically significant difference at the (the content of the digital educational curricula) dimension in favor of kindergarten university program. The first reason for not using digital educational curricula by some sample members was the internet problems with a rate (73.8%). The current study recommended conducting training courses for members of the educational staff in order to train them on how to prepare digital educational curricula and develop their skills, modifying, developing and updating curricula from time to time to be suitable for computerized application, conducting research on distance learning platforms and comparing them with the Google Classroom platform, and reviewing the experiences of other countries which relied on this kind of education. (Published abstract)