This study investigated the use of modern media and its relationship with academic achievement for health education students at the Faculty of Physical Education in Jordanian universities. The study aimed at finding investigating the level of correlation between the use of modern media and academic achievement for the population in question. The problem of the study was viewed in terms of the suspected weakness in using the modern media among for the population in question. The problem was also viewed in terms of the apparent weakness in academic achievement for the population in question. The valid and reliable questionnaire was used for research data collection from the research sample (n=554). The descriptively explorative methods and the statistics of Pearson correlation coefficients were applied for data analyses. The results showed that the level of using modern media for health education students at the Faculty of Physical Education in Jordanian universities and their level of academic achievement were significantly high. This finding challenged the perception that the levels of using modern media for the population in question and their level of academic achievement were low. The results also yielded convincing evidences to reject the null hypothesis that there are no statistical with all the coefficients of indications considered at alpha (r, Sig. 2, , 0.05, n= 554) correlations between levels of using modern media and academic achievement for the population in question. Based on these results the researcher concluded that there is a significant relationship between using modern media and academic achievement for the population in question at alpha (r, Sig. 2, , 0.05, n= 554). Thus, an (Ho) was rejected. Hence, an (Ha) suggested that the more the engagement in using the modern media the better the levels of academic achievement for for health education students at the Faculty of Physical Education in Jordanian universities. Based on the same results, the researcher recommends for those who are interested in physical education in the subject of health education to conduct more empirical studies in quest for the causes for the existence of mutual correlations between the use of new media and academic achievement for the students of the Faculty of Physical Education in the subject of health education in Jordanian universities.

Teachers in Palestinian public schools face significant difficulty in interacting with digital technology, in terms of using and employing it during class, due to the absence of teaching competencies that qualify them to possess technical, professional, and technological skills and methods in the educational process. This study answers a main question: What are the teaching competencies required for teachers of the upper basic stage in Palestinian public schools in light of the requirements of the Fourth Industrial Revolution? This study also aims to explore the teaching competencies required for teachers of the upper basic stage in Palestinian public schools in light of the requirements of the Fourth Industrial Revolution. The analytical descriptive approach was used, and the questionnaire and interview were the data collection instruments. A random sample of 360 male and female teachers was selected from a population that represents all male and female teachers at public basic schools in the northern Palestinian governorates with a total of 4,737 male and female teachers. To answer the research questions, the normal distribution test, percentages and frequencies, arithmetic mean and relative arithmetic mean, variance and standard deviation, multivariate Cronbach's alpha test (MANOVA) were used to obtain the research results. The data were analyzed using statistical treatment with the Statistical Package for the Social Sciences (SPSS) program. The study obtained several results, most importantly that the response score of the research sample regarding the requirements of the Fourth Industrial Revolution for teachers of the upper basic stage in Palestinian public schools amounted to 79.49%. The response score of the research sample regarding the teaching competencies required for teachers of the upper basic stage in Palestinian public schools in light of the requirements of the Fourth Industrial Revolution were 77.3%, 82.2%, and 83.8% for the cognitive, professional, and emotional domains, respectively. There were no differences in the degree of scores of teachers of the upper basic stage in Palestinian public schools for the necessary teaching competencies in light of the requirements of the Fourth Industrial Revolution by the variables of gender, number of years of experience, educational qualification, and directorate.