A Proposed Framework for Developing a Training Program for Teachers in Light of Global Competency Standards and Digital Transformation in Education in Public Schools in Jerusalem

Q: What does this research mean for the field?

Teacher training programs in Jerusalem public schools demonstrate a high level of alignment with global competency standards and digital transformation, particularly in digitization, although a significant gap remains between theoretical training plans and actual classroom practice. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

Ihsan Murtada Hassan Shweiki¹; Prof. Majdi Rashid Nimr Al-Jayousi¹

doi:10.53796/hnsj79/1

September 1, 2026Humanitarian and Natural Sciences JournalOpen Access

A Proposed Framework for Developing a Training Program for Teachers in Light of Global Competency Standards and Digital Transformation in Education in Public Schools in Jerusalem

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Key Points

The study aimed to develop a proposed framework for teacher training programs aligned with global competency standards and educational digital transformation in public schools.
Utilized a mixed-methods design combining quantitative and qualitative approaches.
Administered a 59-item questionnaire across six domains to a simple random sample of 350 teachers, principals, and supervisors (out of a population of 6,700).
Conducted semi-structured qualitative interviews with a purposive sample of 8 educational experts and practitioners, analyzed using MAXQDA alongside SPSS v.27 for survey data.
The overall status of teacher training programs was rated at a high level with an overall mean score of 3.64, with 'digitization' ranking highest and 'digital safety' ranking lowest.
Statistically significant differences emerged favoring female educators and middle schools, while no significant differences were observed across educational qualifications, specializations, or years of experience.
Qualitative thematic analysis identified persistent gaps between theoretical training plans and classroom practice, highlighting system-level pressures, technological anxiety, and the need for personalized, field-based coaching.

Implication

Mixed-methods study reveals high baseline digital competence among educators, indicating a need for field-based coaching and digital safety integration.

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Cite This Study

Shweiki¹ et al. (2026) studied this question.

synapsesocial.com/papers/6a9934ea636c6408cfa7ca61 https://doi.org/10.53796/hnsj79/1

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A Proposed Framework for Developing a Training Program for Teachers in Light of Global Competency Standards and Digital Transformation in Education in Public Schools in Jerusalem

Key Points

Implication

Abstract

Discussion

Cite This Study

A Proposed Framework for Developing a Training Program for Teachers in Light of Global Competency Standards and Digital Transformation in Education in Public Schools in Jerusalem

Key Points

Implication

Abstract

Discussion

Cite This Study

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