Abstract

Limited research has examined the perspectives of teachers and parents on the effectiveness of e-learning platforms in achieving educational outcomes for kindergarteners. This study sought to evaluate the views of teachers and parents regarding the effectiveness of the Darsak platform in supporting educational outcomes in kindergarten settings. A descriptive-analytical approach was adopted, involving 133 participants from Al-Karak Province, including 43 teachers and 90 parents. Data were collected through custom-designed questionnaires comprising: the Teachers’ Perspective Questionnaire and the Parents’ Perspective Questionnaire. The findings revealed that teachers and parents generally had unfavorable perceptions of the platform’s effectiveness in improving educational outcomes for kindergarteners, with parents reporting a mean score of 1.62 (SD = 0.68) and teachers reporting a mean score of 1.92 (SD = 0.73). Additionally, no significant differences (α = 0.05) in perspectives were observed based on gender, academic qualifications, age, or years of experience. Based on the study’s findings, it is recommended that training programs be provided for teachers and parents to enhance their proficiency in using online platforms. Measures such as offering free devices and internet access for low-income families, improving platform quality to align with educational needs, and addressing teachers’ financial challenges to boost job satisfaction are also suggested. Further research is encouraged to explore the perspectives of teachers and parents across all Jordanian kindergartens for more comprehensive results. Future studies should also consider additional variables, such as family size, access to electronic devices, and internet connectivity, to gain deeper insights into this issue.

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