Technological Enlightenment and its Relationship to Research Quality among Faculty Members at the Faculties of Physical Education and Sports Sciences, University of Benghazi

Abstract

The present study aimed to measure the level of technological enlightenment across its dimensions (cognitive, skill-based, and ethical) and evaluate the reality of research quality through its core criteria (originality, methodology, scientific integrity, and applied impact). Additionally, the study sought to uncover the nature of the correlational relationship between these two variables and analyze statistical differences based on demographic and professional variables among faculty members at the Faculties of Physical Education and Sports Sciences, University of Benghazi, across both campuses (Benghazi and Al-Marj). Adopting a descriptive-correlational research design, the study utilized a comprehensive census sampling method, encompassing all (n= 63) full-time faculty members active during the Fall semester of the academic year 2025/2026. The research instruments comprised a developed version of the Technological Enlightenment Scale and a Research Quality Questionnaire developed by the researcher, both of which were administered after verifying their psychometric properties (validity and reliability). Statistical findings revealed that the participants possessed a (moderate) level of technological enlightenment, with a relative weight of (70.00%), where the ethical dimension ranked highest with a (high) level, while the skill-based dimension ranked lowest with a (low-moderate) level. Similarly, the overall reality of research quality achieved a (moderate) level, standing at (67.80%). The results demonstrated strict compliance regarding scientific integrity, contrasted with a critical deficiency in methodological soundness and applied impact. Furthermore, a statistically significant, strong positive correlation was detected between technological enlightenment and overall research quality (R=0.64), with the highest cross-correlation recorded between the skill-based dimension and methodological soundness (R=0.68). Finally, the results demonstrated absolute structural stability of this correlation, as no statistically significant differences were found attributable to demographic or professional variables (gender, academic rank, years of experience, and specialization)-a finding attributed to the realities of academic globalization and forced digital integration. The study concluded by proposing a procedural framework for decision-makers to establish "Technological Enlightenment Portals".