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A descriptive survey design was implemented with 114 LSTs randomly selected from public schools in Irbid Governorate in the 2024–2025 second semester. Data were gathered via an electronic questionnaire of 32 items across four competency domains. Findings show a moderate competence level and significant advantages for postgraduate qualifications and less than ten years of experience; gender differences were not significant.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-support-teacher-competencies-in-dealing-with-digital-learning-units-in-jordan-vol-9-issue-2/592057/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-support-teacher-competencies-in-dealing-with-digital-learning-units-in-jordan-vol-9-issue-2/592057.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about learning support teachers in Jordan?","Question",{"text":112,"@type":113},"It examines LST competencies in dealing with digital learning units and how these competencies may vary by gender, academic qualifications, and years of experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and what tool was used?",{"text":117,"@type":113},"Data were collected using an electronic questionnaire with 32 items distributed across four competency domains.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main results regarding competency levels?",{"text":121,"@type":113},"LSTs demonstrated a moderate level of competence in using digital learning units. 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All Rights Reserved.  \nLearning support teacher competencies in dealing with digital learning units in Jordan  \nBurhan Mahmoud Hamadneh 1+  \n I'temad Khalid Malkawi2  \n1,2Department of Special Education, Faculty of Educational Sciences, Ajloun National University, Ajloun, Jordan.  \n1Email: b.hamadneh@anu.edu j. o [2](2Email: moodk7225@gmail.com)[Email:](2Email: moodk7225@gmail.com)[ ](2Email: moodk7225@gmail.com)[moodk7225@gmail.com](2Email: moodk7225@gmail.com)  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 17 June 2025  \nRevised: 24 July 2025  \nAccepted: 31 July 2025  \nPublished: 8 August 2025  \nKeywords  \nCompetencies Digital learning units ICT in education Inclusive education Jordan  \nLearning support teacher Students with special needs.  \nThis study investigates the competencies of Learning Support Teachers (LSTs) in utilizing digital learning units and explores differences based on gender, academic qualifications, and years of experience. A descriptive survey method was used, with a sample of 114 male and female LSTs randomly selected from public schools in Irbid Governorate during the second semester of the 2024–2025 academic year. Data were collected through an electronic questionnaire comprising 32 items across four domains:  \n(1) essential digital learning competencies, (2) management of digital systems and content,(3) use of social media to enhance interaction in digital environments, and (4) integration of digital learning to support instruction and problem-solving. Results indicate that LSTs possess a moderate level of competence in using digital learning units. Significant differences were found in favor of teachers with postgraduate degrees and those with less than ten years of experience. No significant differences emerged based on gender. The study recommends that the Ministry of Education enhance digital teaching competencies among LSTs, particularly in supporting students with disabilities.  \nContribution/ Originality: This study uniquely examines the digital competencies of learning support teachers in comprehensive public schools in Jordan, focusing on under-researched variables such as academic qualificationsand teaching experience. It provides local insights into digital readiness to support students with disabilities, a topic rarely addressed in regional research.  \n1. INTRODUCTION  \nThe evolution of the teaching and learning process, driven by modern educational trends and rapid technological advancements, has profoundly transformed the teacher’s role. Rather than merely delivering information, teachers now act as facilitators, mentors, and designers of learning experiences who nurture critical thinking, creativity, and lifelong learning skills among students (Darling-Hammond, Flook, Cook-Harvey, Barron,& Osher, 2020) . This shift necessitates a redefinition of teacher competencies, emphasizing the integration of pedagogical strategies with digital tools to foster student-centered learning environments. Teachers are now expected to personalize learning, manage diverse classrooms, and incorporate technological innovations that support educational equity and engagement (Crispel & Kasperski, 2019) .  \nGiven these developments, enhancing teachers' abilities in designing and utilizing electronic instructional lessons is no longer optional; it is a pressing imperative. The integration of technology in education not only strengthens the quality of instruction but also serves as a vital means to empower learners, particularly students  \nwith disabilities, by providing adaptive, inclusive, and interactive learning experiences (Hamadneh & Almogbel, 2023) . Effective digital education contributes to improved academic achievement, motivation, and the development of 21st-century competencies. Moreover, when properly implemented, it facilitates meani","cbCaij5b3wLzxdi2","https://ap.wps.com/l/cbCaij5b3wLzxdi2","pdf",289086,11,"English","# Abstract\n# Introduction\n## Digital transformation of teaching roles\n## Digital learning objects and digital learning units\n## Value and advantages of digital learning units","[{\"question\":\"What does the study examine about learning support teachers in Jordan?\",\"answer\":\"It examines LST competencies in dealing with digital learning units and how these competencies may vary by gender, academic qualifications, and years of experience.\"},{\"question\":\"How was the data collected and what tool was used?\",\"answer\":\"Data were collected using an electronic questionnaire with 32 items distributed across four competency domains.\"},{\"question\":\"What were the main results regarding competency levels?\",\"answer\":\"LSTs demonstrated a moderate level of competence in using digital learning units. Significant differences favored teachers with postgraduate degrees and those with less than ten years of experience, while gender showed no significant differences.\"},{\"question\":\"What recommendations does the study make?\",\"answer\":\"It recommends that the Ministry of Education enhance digital teaching competencies among LSTs, especially in supporting students with disabilities.\"}]","Learning support teacher competencies in dealing with digital learning units in Jordan - Vol. 9 - Issue 2 | PDF",1792073765,28]