Rich sample dataset for assessing digital innovation: Data from digitally skilled teachers in Bisha Province, Saudi Arabia

In this study, we gathered low-level digital innovation datasets among digitally skilled teachers (DSTs) of Bisha Province, Saudi Arabia and recognize the need for 1) a real assessment to measure and identify the problem(s), 2) designing and introducing a DISs training program for such teachers. A rich sample of 400 voluntary responses were conducted from the teacher’s community in Bisha, Saudi Arabia. Male and female general education teachers participated in the questionnaire, with 218 and 182 female (54.5 %) and male (45.5 %) teachers, respectively. The professional rank of practicing teachers was 286 male and female teachers (71.5 %), 66 male and female participants had the rank of a teacher, while the rest had other ranks. Herein, 94, 75, and 70 of them were majored in mathematics, Islamic education, and Arabic language, at a rate of 23.5, 18.8, and 17.5 %, respectively. Furthermore, 255 participants (63.7 %) had not received training in DISs.本研究收集了沙特阿拉伯比沙省数字技能型教师（Digitally Skilled Teachers，DSTs）的底层数字创新数据集，并明确亟需开展两项核心工作：其一为开展真实评估，以衡量并识别现存问题；其二为该类教师设计并推出DISs培训项目。 本次研究从沙特阿拉伯比沙省的教师群体中回收了400份自愿回复的有效样本。参与本次问卷调查的为男女普通教育教师，其中女性教师218名（占比54.5%），男性教师182名（占比45.5%）。在职教师的专业职级分布如下：286名男女教师（占比71.5%）拥有较高专业职级，66名男女参与者为普通教师职级，剩余人员则归属其他职级。本次样本中，分别有94名、75名、70名教师主修数学、伊斯兰教育与阿拉伯语专业，占比依次为23.5%、18.8%与17.5%。此外，共有255名参与者（占比63.7%）未接受过DISs相关培训。