مستوى الثقافة الرقمية لدى معلمي العربية لغة ثانية في ضوء متطلبات العصر الرقمي
This study aimed to evaluate the level of digital literacy among Arabic as a second Language teachers in light of digital age requirements. The study employed a descriptive survey methodology and included a simple random sample of 65 faculty members from the Arabic language teaching institute at the Islamic University in Medina. The study used a questionnaire consisting of four main dimensions to collect data. The results revealed high levels of digital literacy among teachers, with digital knowledge ranking highest, followed by technology usage skills, digital security awareness, and digital trends. Participants strongly endorsed factors affecting digital literacy development (mean=4.29) and acknowledged development challenges (mean=3.75). They also strongly supported the proposed development strategy (mean=4.31). The study concluded that Arabic as a second language teachers possess high levels of digital literacy, while identifying a need to enhance their digital security skills and digital attitudes. The study recommended adopting the proposed strategy for developing digital literacy in Arabic language teaching institutes, intensifying training courses in modern technologies, and providing the necessary digital infrastructure to enable teachers to effectively employ their digital skills in teaching. (Published abstract)