معوقات استخدام الحاسب الآلي في تفعيل مفهوم تفريد التعليم كما يراها معلمات الدراسات الاجتماعية بالمرحلة الثانوية عن بعد
The objective of this study aims to identify the obstacles to using the computer in activating the individualization of education as seen by the social studies teachers at the secondary stage in distance education, and the qualitative approach was used in the study to achieve its goals, and the tool used was an interview that included (18) questions. (9) female social studies teachers in the city of Riyadh also participated, and this is the representative number of the (purposive) study sample, and the study reached a list of obstacles that prevent the use of computers in activating the uniqueness of education as seen by the social studies teachers at the secondary stage in distance education and they are (13) with disabilities. The most prominent aspects are the following: Not enough time allocated for the lesson -Curriculum density - Lack of pre-prepared programs in social studies that take into account individual differences - Preparation need to work with computer -assisted learning strategies. In light of the results, the researcher recommended the following recommendations: Reviewing the training programs for training female teachers on computer programs and enhancing them or addressing deficiencies in them, both in terms of training bags and the competence of male and female trainers who undertake the training process to bear fruit. Holding educational and specialized training courses to help female teachers develop their computer skills. Holding periodic meetings and seminars with social studies teachers to find out what might encourage or hinder them from developing computer skills. Study the factors affecting the use of computer-assisted education strategies and work to enhance the positive aspects and address the deficiencies affecting the application of uniqueness of education. Creating websites that help teachers apply the individualization of education, whether through remote training or responding to inquiries and problems facing teachers. (Published abstract)