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Abstract

This study aimed to identify the extent to which history teachers in public schools in Ajloun Governorate utilize ICT (information and communications technology) in the application of UDL (Universal Design for Learning) from their perspective. The study used a descriptive survey approach and employed a questionnaire. The study sample consisted of 77 male and female teachers. The findings of the study showed that the extent to which history teachers in public schools in Ajloun Governorate utilize ICT in the application of UDL was moderate at the domain level. Specifically, the field of "applying the principle of representation" received a high degree of implementation, while the fields of "applying the principle of expression" and "applying the principle of engagement" were both moderate. The findings also showed a significant difference at the level of (α ≤ 0.05) in the extent to which history teachers utilize ICT in the application of UDL based on the variable of teachers' years of experience, favoring those with less than 10 years of experience. Furthermore, there were no significant differences based on teacher gender.

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