Electronic Educational Supervision in Mainstream Education in the United Kingdom and the possibility its utilization in Egypt. | ||||
| International Journal of Instructional Technology and Educational Studies | ||||
| Article 3, Volume 6, Issue 2, April 2025, Page 14-28 PDF (681.1 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ihites.2025.327750.1208 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Lawahiz Ahmed Genedy 
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| PhD in Comparative Education and Educational Expert at The Egyptian Ministry of Education (EMI) Desouk Kafr El Sheikh, Egypt | ||||
| Abstract | ||||
| This study attempted to pinpoint e-educational supervision in mainstream education in the United Kingdom and the possibility its utilization in in Egypt in accordance with the Egyptian cultural context. The study deployed a descriptive research methodology, and the study problem was formulated as: How to utilize the United Kingdom’s experience in initiating e-educational supervision in mainstream education in Egypt? The study followed several steps: identifying the general framework of the study, including the introduction, the research methodology, the theoretical framework for e-educational supervision, including the concept, its significance, its objectives, Its fields, its types, and its requirements as identified by contemporary literature, recognizing the features of the Egyptian state's efforts to stimulate e-educational supervision in mainstream education, pinpointing the United Kingdom’s experience in applying e-educational supervision in mainstream education, and reaching a set of recommendations and proposals for activating e- educational supervision in mainstream education in Egypt to improve its quality based on the United Kingdom experience. The results of the study stated: the weakness of the ICT infrastructure, the lack of computers at all schools, especially at villages, the weak computers’ support by Internet technology and tools, the unsuitability of some school buildings to use modern technology means such as computers and the Internet, the majority of educational supervisors do not have the necessary skills to use computer programs. Based on these results, the study recommends that educational supervisors should develop their supervisory skills and practices to conform to the e-learning requirements, | ||||
| Keywords | ||||
| Electronic Educational Supervision; Educational Supervision; Supervision | ||||
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