The perceptions of early childhood educators in Saudi Arabia regarding the impact of young children's digital engagement on their learning experiences

Abstract

Context and Purpose: This study investigates early childhood educators' perceptions of the impact of digital engagement on children's learning in Saudi Arabia. It examines their attitudes, comprehension of educational implications, the benefits of technology, and readiness to adopt digital tools. Methods: The study aims to understand educators' perspectives on incorporating digital tools in early childhood education (ECE) and the strategies they use. A mixed-method approach, combining quantitative and qualitative methods, was employed. Data collection involved distributing a questionnaire to 46 educators, followed by interviews with 10 educators. The sample includes educators of both genders, enhancing the study's value by providing diverse perspectives. This approach enriches the findings and ensures a comprehensive understanding of the topic. The data suggests that educators generally view digital devices as valuable in enhancing children's educational experiences. Results: The study shows that most teachers are between 25 and 30 years old, with over 10 years of experience, adding credibility to their views. The gender balance in the sample further strengthens the study. Most participants hold university degrees and work in public schools. They frequently use digital tools in classrooms, believing they are critical for improving student interaction and understanding. Teachers believe technology significantly enhances learning by simplifying complex concepts, increasing engagement and focus, and providing interactive experiences. Digital tools also help develop critical thinking, problem-solving skills, and creativity. However, issues such as poor internet connectivity impede their effectiveness. The study underscores the importance of integrating digital tools in education while highlighting the need for better infrastructure to achieve the desired educational benefits. Conclusion: Most teachers in Saudi Arabia see digital tools as essential for improving early childhood education. They enhance engagement, understanding, and critical thinking, but poor internet connectivity remains a challenge. As a result, it is recommended that additional research be conducted to investigate the perspectives of both parents and children regarding the use of technology as an educational tool in the classroom, as well as the influence of technology on children's learning in early childhood education (ECE). Keywords: digital engagement, educational technology, children's educational experiences.