Higher education professors’ attitudes toward using interactive digital curricula

Abstract

The study, titled "Teachers' Attitudes in Higher Education Toward the Use of Interactive Digital Curricula," is a field study conducted at the University of Constantine 2 (Abdelhamid Mehri). The aim of the study was to determine which pole these attitudes tend toward. The study also sought to identify whether there were statistically significant differences in their attitudes attributable to the study variables (professional experience and gender). In which the researcher posed the following main question:

What are the attitudes of higher education professors towards the use and implementation of interactive digital curricula? To answer this question, the researcher adopted a descriptive-analytical approach, considering it the most appropriate for such a study. The researcher then designed a questionnaire consisting of 37 items, each with three response options: "Agree," "Don't Know," and "Disagree."The questionnaire was distributed to 60 higher education faculty members from the Faculty of Psychology and Educational Sciences and the Faculty of Humanities and Social Sciences at the University of Constantine-2 (Abdelhamid Mahri). After collecting the questionnaires, the data were entered and analyzed using SPSS Version 22, calculating frequencies, percentages, the arithmetic mean, standard deviation, and conducting an analysis of variance (ANOVA) as well as a t-test. The following results were obtained:

*Higher education faculty professors’ attitudes toward the use and implementation of interactive digital curricula were generally positive, with an arithmetic mean of 85.77 compared to the theoretical mean of 74.

*There were no statistically significant differences attributable to the variable of professional experience in higher education faculty professors’ attitudes toward the use and implementation of interactive digital curricula.

*There were statistically significant differences attributable to the gender variable in higher education professors’ attitudes toward the use and implementation of interactive digital curricula, favoring females, as the arithmetic mean for females was 87.38, which is higher than the arithmetic mean for males, estimated at 83.17.