Barriers to The Use of Modern Technologies in Teaching Arabic at The Basic Education Stage from The Perspective of Subject Teachers in Misrata

Abstract

This research aims to identify the obstacles to using modern technologies in teaching Arabic in primary education from the perspective of Arabic language teachers in Misrata city. To achieve this, the researchers employed a descriptive method using a questionnaire developed by Al-Hajjaj and Abu Al-Hajjaj (2017). The questionnaire comprised items related to the obstacles of using modern technologies. After ensuring its validity and reliability, the questionnaire was distributed to a sample of 100 Arabic language teachers in primary education in Misrata city (Misrata Central Education Services Office) to gather their opinions. Data were analyzed statistically using the Statistical Package for the Social Sciences (SPSS). The research revealed that the level of obstacles to using modern technologies in teaching the first part of primary education, from the teachers' perspective, was high, with a relative weight of 78%. Obstacles related to the school ranked first, with a high degree and a relative weight of 82.3%. Obstacles related to the curriculum ranked second, with a moderate degree and a relative weight of 75%, while obstacles related to the teachers themselves ranked third, with a moderate degree and a relative weight of 74.7%.