Background: The limitations of teachers' competencies in traditional settings, coupled with the evolving roles and responsibilities required for effective instruction in virtual education, underscore the significance of examining the specific competencies necessary for educators in this context. This study aimed to investigate the competencies that faculty members must possess for virtual education in the post-COVID-19 era and identify their priorities.
Methods: This research was designed in two distinct phases. The initial phase was carried out between June and November 2023. It involved a statistical sample of 225 faculty members from Shahid Bahonar University of Kerman, Iran, who were selected through a stratified sampling technique. The primary tool utilized for data collection was a standardized questionnaire comprising 31 items, designed on a Likert scale to assess various competencies. Validity (CVR=0.877; CVI=0.94) and reliability (α=0.88) were checked and confirmed, and SPSS V26 was used to analyze the data. In the second phase, the Stepwise Weight Assessment Ratio Analysis (SWARA) was utilized alongside a questionnaire to evaluate and weigh the competencies. The statistical population for this segment comprised 12 academic experts, and data analysis was conducted using Excel software.
Results: The overall average score for all competencies exceeded the established criterion of 3.4, indicating that all 31 competencies are deemed essential. Among these, teaching skills emerged as the most significant, with a mean score of 4.68. The average importance ratings across the various competency categories were relatively similar (ethical-social: 4.29, technical-technological: 4.26, educational-learning: 4.29, individual-managerial: 4.28, supervisory-supportive: 4.27). The overall average for all competencies reached a significant level, recorded at 4.28. Utilizing the SWARA method for ranking, the competencies were prioritized as educational-learning, ethical-social, individual-managerial, technical-technological, and supervisory-supportive.
Conclusion: The competencies of faculty members, as the front line of education, are essential for effective virtual education. This research aimed to comprehend the current conditions and examine the significance of these competencies, ultimately concluding that they are indispensable. |
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