The reality of using digital technology in education and its relationship to learning motivation among students with disabilities from the point of view of their teachers in Nablus Governorate

The study aimed to identify the reality of the use of digital technology in education and its relationship to learning motivation among students with disabilities from the point of view of their teachers in Nablus Governorate. It also aimed to identify the level of use of digital technology in education among students with disabilities from the point of view of their teachers, as well as to identify the level of learning motivation among students with disabilities. Students with disabilities, and in order to achieve the objectives of the study, the researcher used the descriptive, relational approach, and the study population consisted of all resource room teachers, where the comprehensive inventory method and the study of the entire community were used, and the researcher used a questionnaire consisting of (30) items divided into two axes, the first axis related to digital technology. The second axis relates to learning motivation, and after its psychometric properties were verified, it was distributed to the study group. After obtaining the questionnaires, they were entered into the computer and processed statistically using the SPSS program. The study came out with a set of results, the most important of which was that there is a strong correlation between the level of technology use. Digital technology in education and learning motivation among students with disabilities from the point of view of their teachers in Nablus Governorate. It was also shown that the level of use of digital technology in education among students with disabilities from the point of view of their teachers is average, and that the level of education motivation among students with disabilities from the point of view of their teachers in the Nablus Governorate. Nablus is also a middle school, and based on the results of the study, I reached several recommendations, the most important of which was that appropriate digital educational resources should be developed and provided that are tailored to the requirements of students with special needs. These resources can be customizable to suit different learning levels and styles, and the technology infrastructure in schools should be improved to meet evolving technology needs, allowing teachers to use the latest technologies and tools in teaching.