الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 299 |  |  |
| | | from | 299 | | |
المستخلص
The current study aimed to identify the most important educational requirements for digital qualification of public secondary schools in Upper Egypt, which were: human requirements, material requirements, administrative requirements, legislative requirements, and requirements related to curricula, evaluation, and tests that must be available to digitally qualify secondary education schools. The study also targeted developing secondary schools. The public in Upper Egypt is considered an important factor that contributes to social, educational and cultural change in society. The study relied on the descriptive approach and a questionnaire was prepared that was peer-reviewed and applied to a sample of (452 male and female teachers, 82 deputies, 46 principals) with a total of 580 items.
The study reached several results. The results of the human requirements emphasized the importance of training teachers on the skills of dealing with digital education programs, dealing with digital learners, familiarity with modern technology means, and developing students’ skills for self-education and taking into account individual differences. The results of the material requirements confirmed the necessity of providing financial resources. Different ways to finance digital qualification, enhance infrastructure, and provide an educational environment that contains virtual classrooms and local and global networks. The results of the administrative requirements confirmed the necessity of shifting towards digital management, providing administrators with a high level of empowerment, and the availability of an element of flexibility that allows ease of communication and speed of performance, and the availability of
A digital system that facilitates dealing with student density, while the results of the legislative requirements came confirming the necessity of reconsidering educational legislation and laws, purifying them, and adding to them to keep pace with developments and meet the needs of society. The results of the requirements related to the curricula came confirming the necessity of raising the level of awareness of the culture of the digital curriculum and its applications, and linking digital courses to the needs of Students and society, benefiting from distinguished international experiences in building and developing academic programs and courses, while the results of the requirements for assessment and tests came in: confirming the necessity of credibility and objectivity in digital assessment, and trying to overcome weak points.