Teachers’ Perspective on the Digitalization of Higher Education, Resilience, and Emotional Trauma in Jordan

Abstract

The current study examines psychological resilience and emotional trauma in higher education teachers embracing digitalization. Primary data was acquired via a questionnaire and probability sampling. Descriptive statistics, correlational matrix, reliability analysis, and regression analysis were all valid with a final sample of 254. Using cross-tabulation and graphs, age, gender, education, and work experience were also studied and analysed. The descriptive trends reveal that all research items have reasonable mean, standard deviation, skewness, and kurtosis scores with no potential outliers. Also, the correlation matrix shows an important link between psychological resilience, trauma, and digitalization for higher education professors. The regression technique confirms that psychological resilience and stress-related trauma significantly impact digitalization adoption. Psychological resilience is positively connected to digitalization adoption among higher education faculty members, whereas trauma is negatively linked. Moreover, perceived organisational support strengthens the favourable association between psychological resilience and digitalization while reducing the negative relationship between trauma in the form of stress and digitalization. Finally, policy implications and restrictions are defined, allowing for potential future options.