الكفاءة الرقمية وعلاقتها بتنمية التفكير الناقد لدى ذوي الموهبة في المرحلة المتوسطة: دراسة مختلطة

Ahmad  Rababah; Sumaihan  Alrashidi

doi:10.35516/edu.v51i2.6063

Authors

Ahmad Rababah Department of Special Education, King Faisal University, Al-Hofuf, Saudi Arabia https://orcid.org/0009-0003-5084-982X
Sumaihan Alrashidi Department of Special Education, King Faisal University, Al-Hofuf, Saudi Arabia https://orcid.org/0009-0001-2800-1756

DOI:

https://doi.org/10.35516/edu.v51i2.6063

Keywords:

Digital Competence, Critical Thinking, Gifted Students

Abstract

Objectives: This study aimed to investigate the level of digital competence and critical thinking among gifted students in intermediate stages in Al-Ahsa Governorate, Saudi Arabia, as well as to investigate the existence of a correlational relationship between them. Additionally, the study aimed to reveal the contribution of digital proficiency to the development of critical thinking from the perspective of the gifted individuals themselves.

Methods: The study followed a mixed-method approach, specifically using a sequential explanatory design. A digital proficiency scale was adapted and localized, along with the use of Abu Al-Hasan's (2022) critical thinking scale. The primary study sample consisted of 80 gifted students in the intermediate stage, with 10 participants in the focus group representing the qualitative aspect of the study.

Results: The quantitative results of the study revealed a high level of both digital competence and critical thinking, as well as a statistically significant positive correlational relationship (α=0.05 level) between the two measures across all dimensions except for device security and privacy. The qualitative data analysis confirmed the quantitative findings, albeit with a broader explanation of the active contribution of digital proficiency to the development of critical thinking skills among the study sample. The study concluded with the convergence of quantitative and qualitative results, indicating an elevation in both digital proficiency and critical thinking levels, alongside a positive correlation between them.

Conclusion: The study recommends the need to benefit from the significant technological advancements to serve gifted individuals, directing digital proficiency among them towards applications and programs that aid in the development of linguistic aspects, critical thinking skills, and others. Participants expressed a significant interest in joining an enrichment program on the topic of artificial intelligence.

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