. (2025). The Role of English Language Teachers in Employing Distance Education Skills to Enhance Interactive Learning. دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 40(143), 479-502. doi: 10.21608/sec.2025.436566
. "The Role of English Language Teachers in Employing Distance Education Skills to Enhance Interactive Learning". دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 40, 143, 2025, 479-502. doi: 10.21608/sec.2025.436566
. (2025). 'The Role of English Language Teachers in Employing Distance Education Skills to Enhance Interactive Learning', دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 40(143), pp. 479-502. doi: 10.21608/sec.2025.436566
. The Role of English Language Teachers in Employing Distance Education Skills to Enhance Interactive Learning. دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 2025; 40(143): 479-502. doi: 10.21608/sec.2025.436566
The Role of English Language Teachers in Employing Distance Education Skills to Enhance Interactive Learning
The research aims to identify the role of English language teachers in employing distance education skills to enhance interactive learning by determining the distance education skills required for English language teachers and how they can employ these skills in promoting interactive learning. The importance of the research stems from the need to improve the quality of education in the field of English language teaching by developing teachers' technological skills and knowledge. Research findings may also contribute to the design of more effective training programs that respond to the technological needs of teachers. This study conducts a comprehensive literature review to explore the role of English language teachers in using distance education skills for interactive learning. It analyzes scientific articles, books, and reports from peer-reviewed sources. Relevant literature was identified through keyword searches in academic databases like PubMed, ERIC, PsycINFO, and Google Scholar. The study on distance education has several important implications for the country's education system, teachers, educational institutions, and policymakers. The results of the research assured that distance education requires the existence of an infrastructure of computers, phones and tested and approved software in education, as well as the purchase of special programs for schools to ensure the participation of the largest number of students in distance education, in addition to the concerted efforts of government and private authorities that interact with the changes, and exceptional and emergency circumstances in their decisions to ensure overcoming the crisis. In conclusion, the research confirmed the need to build a comprehensive strategy for distance education at all educational levels and work on updating it continuously while creating the necessary technological infrastructure, measuring the impact and results of the application of distance education platforms, and evaluating their technical and educational quality.
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