Abstract

Obstacles The present study aimed to identify the obstacles hindering digital teaching among Social Studies teachers from their own perspectives. To achieve this objective, the researcher employed the descriptive method and developed a measurement scale consisting of (28) items, which were constructed based on relevant literature and previous studies addressing the topic. After completing the development of the instrument, it was reviewed by a group of experts and specialists to verify its validity, and its reliability was confirmed using appropriate statistical procedures, allowing it to be adopted in its final form. The instrument was then administered to the main research sample, which was randomly selected in a manner suitable to the target population. The sample consisted of (200) male and female teachers of Social Studies in secondary schools (morning classes) affiliated with the Wasit Directorate of Education, including (128) male teachers and (72) female teachers. After collecting the data, the researcher used the Statistical Package for the Social Sciences (SPSS) to analyze the data and interpret the results.
The findings indicated the presence of several obstacles to digital teaching, which were attributed to factors related to the teacher, the student, as well as the school administration. These three dimensions collectively represent the main sources of challenges encountered in the implementation of digital teaching among Social Studies teachers.