Required Skills for Teachers in Virtual Education

Abstract

This article focuses on the skills required for teachers in virtual education, with a particular emphasis on the population of Tehran. The primary objective of the study was to identify the prerequisites for virtual teaching, as well as the competencies and qualifications that teachers need to acquire in order to effectively engage in online instruction. The research method employed in this study is quantitative in nature. It was conducted through a survey method using a structured questionnaire, developed based on indicators and dimensions derived from expert interviews. The study aimed to examine the characteristics and prioritization of these competencies from the perspective of specialists in virtual education. The findings of the study indicate that the essential skills and competencies, ranked in order of priority for virtual education, include: emerging technology literacy, technological skills, communication skills, proficiency in online teaching techniques, online classroom management skills, ability to teach digital literacy, the capacity to recognize and address cultural challenges in online teaching, content creation skills, assessment and evaluation skills, competencies related to cybersecurity and privacy, psychological skills and conflict management, collaborative and group interaction-based teaching strategies, the ability to create flexible educational structures, preparing students for self-directed learning, and skills for continuous learning and professional development. These fifteen skill areas are identified as the key priorities for effective virtual teaching.