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The Ibn Rushd College of Education for Humanities at the University of Baghdad held a discussion of a master\u2019s thesis entitled \u201cThe Cultural and Social Impacts of Digital Intelligence and Their Relationship to the Quality of the Educational Climate among Primary School Teachers.\u201d The thesis was presented by Qasim Imran Jassam, a researcher in the Department of Educational and Psychological Sciences, specializing in Curricula and Methods of Teaching.<\/p>\n
The discussion committee was chaired by Prof. Dr. Saad Ali Zayer, with Assistant Prof. Abbas Lafta Hassan serving as a member and supervisor, and Prof. Dr. Azhar Alwan Kashkash as a member. Prof. Dr. Natiq Saeed Ghayeb joined the committee as an external member from the Open Educational College at the University of Diyala.<\/p>\n
The study aimed to investigate the cultural and social impacts of digital intelligence and their relationship to the quality of the educational climate among primary school teachers, particularly amid the accelerating adoption of technology in the educational process. As digital intelligence has become an essential competency influencing individuals\u2019 behavior and interactions both within and beyond educational environments, it has a direct impact on the nature and quality of the educational climate.<\/p>\n
The findings revealed a relatively high level of awareness among teachers regarding the cultural and social impacts of digital intelligence and their relationship to the quality of the educational climate, particularly in areas related to the responsible use of technology and digital communication. The study also highlighted the significant role of digital intelligence in shaping teachers\u2019 attitudes and classroom behavior, contributing to improved classroom interaction, reduced behavioral problems, and the promotion of positive values among students. These findings confirm that the positive and responsible use of technology can contribute to fostering a safe, supportive, and stimulating educational environment.<\/p>\n
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