International Journal of
Information and Education Technology

Abstract—The purpose of this study is to examine the extent to which Digital Learning Technologies (DLTs) are employed by teachers of students with learning disabilities, based on their own perceptions. Furthermore, the study investigates whether significant differences exist in the use of these technologies according to demographic variables, including gender, academic qualifications, years of professional experience, and geographical region. A descriptive survey design was adopted to achieve the objectives of the study. The study sample consisted of 117 male and female teachers of students with learning disabilities in public elementary schools in the southern regions of the Kingdom of Saudi Arabia (Najran, Jazan, Asir), and an electronic questionnaire was used to collect data. The results show that the study sample’s estimates of the degree of use of DLTs by teachers of students with learning disabilities in teaching their students are moderate. Furthermore, there are statistically significant differences in the study sample’s estimates regarding the degree of use of DLTs by teachers of students with learning disabilities in teaching their students, attributed to gender in favor of females, years of experience in favor of the level of 10 years and above, and academic qualification in favor of the postgraduate level. However, no statistically significant differences are found attributable to region. The study recommends designing specialized and intensive training programs aimed at enhancing the skills and competencies of teachers of students with learning disabilities in using DLTs.

Keywords—learning technologies, digital learning, digital learning tools, digital learning applications, learning disabilities teachers, teaching

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Cite: Turki Mahdi Alqarni, "The Degree of User of Digital Learning Technologies by Learning Disabilities Teachers in Teaching their Students in the Southern Region of the Kingdom of Saudi Arabia," International Journal of Information and Education Technology, vol. 15, no. 12, pp. 2653-2662, 2025.

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