Al-Rashidi, M., Albaiz, N. (2025). Professional competencies for teachers needed to enhance ‎intellectual security in the digital environment for ‎kindergarten children. , 2025(3), 791-817. doi: 10.37653/juah.2025.158427.1341
Maram Abdelaziz Al-Rashidi; Najla E Albaiz. "Professional competencies for teachers needed to enhance ‎intellectual security in the digital environment for ‎kindergarten children". , 2025, 3, 2025, 791-817. doi: 10.37653/juah.2025.158427.1341
Al-Rashidi, M., Albaiz, N. (2025). 'Professional competencies for teachers needed to enhance ‎intellectual security in the digital environment for ‎kindergarten children', , 2025(3), pp. 791-817. doi: 10.37653/juah.2025.158427.1341
Al-Rashidi, M., Albaiz, N. Professional competencies for teachers needed to enhance ‎intellectual security in the digital environment for ‎kindergarten children. , 2025; 2025(3): 791-817. doi: 10.37653/juah.2025.158427.1341

Professional competencies for teachers needed to enhance ‎intellectual security in the digital environment for ‎kindergarten children

Journal of University of Anbar for Humanities
Volume 2025, Issue 3, September 2025, Pages 791-817    PDF (4.72 M)
Document Type: Research Paper
DOI: 10.37653/juah.2025.158427.1341
Authors
Maram Abdelaziz Al-Rashidi* 1; Najla E Albaiz* 2
1Hail University - College of Education ‎
2King Saud University- Department of Early Childhood Education
Abstract
Aims: This study explores the competencies required of kindergarten teachers to foster intellectual security in children’s digital environments, focusing on issues of national identity, belonging, and the prevention of extremist ideas. The research was conducted from the perspective of teachers in government kindergartens in Hail City, Kingdom of Saudi Arabia (KSA). Methodology: A descriptive survey design was employed. A researcher-developed questionnaire was administered to a sample of 197 government kindergarten teachers in Hail City. Data were analyzed using frequencies, percentages, means, and standard deviations. Results: Findings revealed that teachers strongly endorsed competencies related to promoting intellectual security, particularly in strengthening national identity and belonging, as well as in preventing extremist ideologies. Conclusion: The study highlights the importance of equipping teachers with these competencies and integrating them into early childhood teacher preparation programs. It further recommends extending similar research to other regions and professional contexts, while also examining barriers to effectively promoting intellectual security in children’s digital environments and strategies to address them.
Keywords
Identity and National Belonging; Prevention of Extremist Ideas; ‎kindergarten teachers; early childhood
References
  • AL-shahrani, H. F., & Hammad, M. A. (2020). The Educational Role of the Family in Enhancing the Intellectual Security of Children. Universal Journal of Educational Research, 8(12A), 7928-7937
  • Ernest, J. M., Causey, C., Newton, A. B., Sharkins, K., Summerlin, J., & Albaiz, N. (2014). Extending the global dialogue about media, technology, screen time, and young children. Childhood Education, 90(3), 182-191.
  • Lauricella, A. R., Herdzina, J., & Robb, M. (2020). Early childhood educators’ teaching of digital citizenship competencies. Computers & Education, 158, 103989.
  • Rahamneh, A., K. F., & Al- Qudah, H., M. A. (2016). A Proposed Educational Vision For Activating The Role of The Jordanian Universities Students Families In Enhancing Students Intellectual Security From The Students Perspectives. European Scientific Journal, ESJ, 12(16), 105
  • Saleem, T. (2018). Digital Citizenship and its Activation Means in Educational Institutions, International Forum of Teaching and Studies, (14), No. (2),p.39-53.
  • Strohmer, J., & Mischo, C. (2016). Does early childhood teacher education foster professional competencies? Professional competencies of beginners and graduates in different education tracks in Germany. Early Child Development and Care, 186(1), 42-60..
  • Ibrahim, R. (2014). The professional competencies required for the sustainable development of kindergarten teachers in light of national standards for early childhood education in Egypt. Journal of Childhood and Education, 6(19), 171–213.
  • Human Capability Development Program. (2021). Media document of the Human Capability Development Program 2021–2025. Saudi Vision 2030.
  • Bourzeq, K., & Barqouq, Y. (2019). Children’s personal protection on the Internet from the standards of safety and security. Journal of Social Empowerment, 1(1), 31–43.
  • Al-Harthi, S., Al-Roqi, et al. (2020). The impact of enhancing national identity in accordance with Vision 2030 on achieving psychological security for Saudi kindergarten children. Journal of Qualitative Educational Research, (59), 71–93.
  • Al-Hujaili, H., & Al-Tunsi, N. (2022). The degree of availability of intellectual security dimensions in the secondary stage linguistic competencies curriculum in the Kingdom of Saudi Arabia. Journal of Educational and Psychological Sciences, 6(9), 128–146.
  • Al-Husari, K. D. (2016). The level of social studies teachers’ knowledge of digital citizenship dimensions and its relation to some variables. Arab Journal of Educational and Social Studies (Saudi Arabia), (8), 92.
  • Sano, I. (2018). Capacity building in a changing ICT environment. International Telecommunication Union (ITU). Retrieved from https://www.arabdevelopmentportal.com/sites/default/files/publicatioic-ar.pdf
  • Sobhi, M. (2016). The performance skills required for kindergarten teachers to implement e-learning and the obstacles they face from their perspective in Makkah. Journal of the Faculty of Education, Assiut University, 32(2).
  • Souhaily, A., Al-Sayyid, T., Al-Faiz, M., Al-Omrani, I., & Al-Omrani, A. (2020). Quality of life in light of Saudi Vision 2030 and its relationship with intellectual security among students at the University of Tabuk. International Journal of Educational and Psychological Sciences: Arab Institution for Scientific Research and Human Development, (51), 170–198.
  • Al-Shaya, A., & Al-Mutairi, A. (2025). Digital citizenship and its relationship to enhancing intellectual security among general education female students in Al-Ghat Governorate. Journal of Educational and Psychological Sciences, 18(1), 94–126.
  • Al-Shanawani, H. (2022). The role of kindergarten teachers in developing security concepts among kindergarten children in Riyadh. Journal of Educational Sciences, (30), 63–126.
  • Abdelrasoul, F., Mostafa, R. A., Fouad, N. A., & Al-Shehab, G. (2020). The role of faculties of early childhood education in achieving intellectual security. Journal of Educational Sciences – Faculty of Education, Qena, 43(43), 241–266.
  • Abdelmutalib, O. H. (2017). The role of child culture in supporting some values of peace and security among preschool children from the perspective of kindergarten teachers in Dammam. Journal of Reading and Knowledge, (191).
  • Abdelmutalib, O. H., & Al-Sulami, F. (2017). The role of kindergarten teachers in Riyadh, Saudi Arabia, in imparting intellectual security concepts to kindergarten children from their perspective. Dirasat: Educational Sciences (Jordan), 44(3).
  • Abd Rabbo, et al. (2021). The effectiveness of a proposed training program using 3D technology in enhancing digital citizenship values and national identity among kindergarten children with developmental learning difficulties. Assiut University Journal, 37(2), 134–173.
  • Allam, M. (2012). Research methods in psychological and educational sciences (5th ed., Vol. 1). Cairo: University Publishing House.
  • Ali, A. (2020). The degree to which kindergarten teachers in Al-Ahsa possess educational competencies from their perspective. International Journal of Educational and Psychological Studies, 7(3), 405–425.
  • Ali, H. A. H. (2015). Developing teachers’ electronic competencies in the age of information technology. Amman: Al-Warraq Publishing and Distribution.
  • Al-‘Alan, I. (2020). The Quality of Life Program 2020 document and its impact on enhancing national belonging. International Journal of Humanities and Social Sciences, (14), 287–307.
  • Al-Oudah, F., & Abu Mansour, H. (2020). The role of digital citizenship in maintaining national security [Unpublished doctoral dissertation]. Naif Arab University for Security Sciences.
  • Al-Ghamdi, R. A. (2020). The effectiveness of a counseling program to improve mothers’ awareness of psychological and educational methods for achieving intellectual security among children and its role in developing family dialogue from the perspective of parents and children in Saudi Arabia. Journal of Islamic University for Educational and Social Sciences, (7).
  • Qaddal, I., & Abdelqader, H. (2015). Building a safe search engine to protect Arab children from Internet misuse. Sudan University of Science and Technology.
  • Zamel, A. M., Dweikat, F. M., Dweikat, K. A., & Nour, M. I. (2021). The effect of a training program in developing teachers’ competencies to provide a safe learning environment in Palestinian kindergartens. Islamic University Journal of Educational and Psychological Studies, 29(4).
  • Al-Muhtarish, D., & Abu Eid, N. (2024). The effectiveness of a technology-based program in developing intellectual security concepts in early childhood in the context of digital transformation. Journal of Educational Sciences, 36(2).
  • Al-Muslimani, L. (2014). Education and digital citizenship: A proposed vision. World of Education Journal, (47)2, 15–94.
  • Matar, M., & Ibrahim, A. (2020). Digital citizenship and its role in enhancing intellectual security among Egyptian university students – A field study at Mansoura University. Fayoum University Journal of Educational and Psychological Sciences, 14(6), 219–338.
  • Al-Mutairi, J., & Bahadhiq, R. (2020). The degree of availability of performance competencies required to practice early developmental learning standards among kindergarten teachers in Riyadh from their perspective. Journal of Educational Sciences, 22(1).
  • East Delta First Conference on Children’s Literature. (2013). The role of literature in national issues.
  • Al-Nassar, N. A. F., & Al-Tayyib, S. M. H. (2019). Intellectual security and its relationship with psychological reassurance and self-efficacy: A predictive comparative study [Unpublished doctoral dissertation]. Naif Arab University for Security Sciences.
  • Nasr, M. H. (2015). Preventive education for educational institutions in confronting intellectual extremism. Studies in University Education, (31).
  • Namazi, S., & Bahadhiq, R. O. (2024). The role of classroom activities in enhancing intellectual security among kindergarten children. Journal of Arab Studies, 49(6), 3303–3328.
  • Saudi Press Agency. (2012, November 15). Recommendations of the Early Childhood Conference at Princess Nourah University. Retrieved from https://www.spa.gov.sa/1049116
  • Ministry of Education. (2017–2018). Organizational guide for nurseries and kindergartens – Second edition. Kingdom of Saudi Arabia.
  • Al-Washahi, G. (2015). The role of the College of Education in achieving intellectual security among its students: A field study. Journal of the Faculty of Education, 31(3), 47–551.
Statistics
Article View: 370
PDF Download: 109


Journal Management System. Powered by iJournalPro.com