The Level of Teachers’ Awareness of Smart Schools in Jordan

Mohammad Sayel Alzyoud, Mohammad Taha Alzyoud, Bilal Mohammed Suleiman


The study aimed to identify the level of teachers’ awareness of smart schools in Jordan. In addition, it sought to find the statistical significant differences (α=0.05) of the level of teachers’ awareness of smart schools in Jordan according to gender, qualifications and experience. The study used the descriptive approach. The researchers developed a questionnaire that consisted of 35 items to collect the data from the study sample. The study population consisted of 1,554 teachers, with the study sample consisting of 466 teachers who were chosen according to the stratified sample approach. The study results showed that Jordanian teachers have different levels of awareness of the smart schools philosophy, principles, requirements, and benefits. Teachers are aware of some elements of smart schools but are not aware of others. Teachers have a high level of awareness that smart schools have become a necessary part of the political, social, economic and educational development of contemporary nations. However, their awareness is moderate on the role of smart schools in promoting participatory (or cooperative) education that allows the exchange of experiences among learners who them benefit from each other. Also, their awareness is moderate on the role of smart schools in the transition of schools to be learning organizations and community institutions that are not separated from the local communities and their realities and problems, and contribute efficiently to the process of comprehensive development. In light of the study findings, it is recommended that the Ministry of Education start a national project to transfer Jordanian schools from their current traditional settings to be smart schools in the near future. In addition, the Ministry of Education and private schools should make Jordanian teachers aware of the philosophies, requirements, and the effectiveness of smart schools.


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Journal of Studies in Education ISSN 2162-6952


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