This study aimed to investigate the use of digital learning units in secondary school teaching, focusing on the experiences of teachers in Hail City. A descriptive research design was used, with data collected through a self-developed questionnaire. The sample included 250 secondary school teachers. The results showed strong support for digital learning units, with average scores of 2.89, 2.89, and 2.90 across three measured areas. Overall, the average score of approximately 2.89 suggests that the use of digital learning units was viewed positively. Statistical analysis revealed significant differences in teachers’ responses based on age, while no significant differences were found based on social status, education level, or teaching experience. The findings highlight the importance of improving teacher training programs to overcome challenges in technology integration. The study recommends further research to determine how long it takes for digital learning units to affect student achievement and to assess the impact of professional development for teachers who frequently use digital technology in their teaching. Future studies should also examine the long-term effects of digital learning across different subjects, its influence on student performance, and the role of emerging technologies such as artificial intelligence and virtual reality in shaping educational outcomes. © 2025 The Authors.
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