The Level of Inclusion of Digital Skills in the Content of Primary-Grade textbooks in Saudi Arabia: An Analytical Study in Light of the National Standards for Digital Technology

Abstract

The study aimed to identify the level of inclusion of digital skills in the content of primary-grade textbooks in light of the national standards for digital technology. To achieve the objective of the study, the descriptive content analysis method was applied. Content analysis cards were developed along with the criteria of digital technology standards based on four areas: digital systems and applications, computational thinking and programing, data and artificial intelligence, and digital citizenship. The results revealed that the degree of inclusion of digital skills at the primary level was low in general, as follows: first grade, 31%, second grade, 27%, and third grade, 22%. The study also indicated a difference in the degree of inclusion of digital skills across all grades according to the digital technology areas as follows: The percentage of inclusion of data and artificial intelligence, and computational thinking and programming in all primary grades was 39%, followed by digital citizenship at 16%, and finally digital systems and applications, at 15%. The results also showed an average level of inclusion of computational thinking and programming of 60% in the first grade, and an average level of inclusion of data and artificial intelligence in the second grade of 52%. The study recommends developing primary grades textbooks to include digital skills in light of the national standards of digital technology and the nature of each field. The study proposed vision in which textbooks complement each other in a balanced manner to integrate digital skills into their content.