DIGITAL COMPETENCE OF ENGLISH LANGUAGE TEACHERS IN SAUDI ARABIA AND YEMEN: A SYSTEMATIC REVIEW OF RESEARCH TRENDS, CHALLENGES, AND PROFESSIONAL DEVELOPMENT NEEDS

Abstract

As digital technologies become increasingly embedded in English language teaching scholarly attention has focused on teachers’ digital competence and on the contextual factors that shapes its development across Arab contexts. This research paper aimed to review synthesise key trends, challenges and professional development requirements of English language teachers in relation to their digital competence in Saudi Arabia and Yemen. Using a qualitative evidence synthesis design, the study synthesized findings from 20 empirical studies published between 2013 and 2026. The review used content analysis, thematic synthesis, and contextual comparison to identify research trends, reported challenges, and professional-development needs in the two settings. Content analysis, thematic synthesis, and contextual comparative analysis were applied to integrate findings across this methodologically heterogeneous evidence base and to identify research patterns, challenges, and professional development needs specific to each context. The findings indicate a shift in research focus from technology access and basic use toward broader dimensions of digital competence, including Technological Pedagogical Content Knowledge (TPACK), technology-assisted language learning, digital literacy, pedagogical technology integration, and emerging digital competencies. Challenges that have been identified include lack of technological infrastructure, unreliable internet, variation in the level of teacher digital competence, problems integrating technology into the teaching of English language, lack of sufficient professional development, lack of institutional, as well as technical support, particularly in Yemen, and differences between the two countries. Significant differences can also be detected: studies in Saudi Arabia have started targeting higher levels of teacher digital competence and more innovative pedagogy, while studies in Yemen have remained more focused on more fundamental challenges of insufficient infrastructure, socio-economic difficulties, weak institutional support, and problems caused by conflict. Therefore, needs-based, ongoing, pedagogically grounded and context-specific professional development provided with the help of collaboration, mentoring, communities of practice, technical support, and institutional support are called for. The study concludes that digital competence is perceived as context-dependent multi-dimensional construct that needs to be approached through tailored interventions and policies.