The study aimed to reveal the consideration degree of the Darsak Educational Platform (DEP) for the International Design Standards (IDS) from teachers’ perspectives in Jordan. In addition, it aimed to investigate the relationship between the consideration degree and the variables of teacher’s gender, specialization, and classes they teach. To achieve the study objectives, the analytical descriptive method was used, and the study instrument (questionnaire) was developed based on reviewing many IDS, such as QM, SCORM, INACOL, and IEEE-LOM. The questionnaire was distributed after checking its validity and reliability. The study sample con-sisted of 352 teachers from public schools of the Kasbah District in Amman during the first semester of the school year 2022/2023. The sample study was selected based on the strati-fied random method. The results showed that the consideration degree of DEP for IDS from teachers’ perspectives in Jordan was moderate. Further, findings indicated that there were no statistically significant differences in the consideration degree of DEP for IDS from teachers’ perspectives attributable to the variables of teacher’s gender, specialisation, and classes they teach. In light of these results, the researchers recommended the need for redesigning and developing DEP in accordance with IDS for the quality of international e-courses. In addition, they suggested periodically reviewing and evaluating the DEP platform every three years as a maximum, as well as conducting further research on the evaluation of the inclusivity and resource availability in DEP as one of the virtual learning environments. These findings imply the need for enhancements in the platform’s design to better align with IDS, thereby improving usability, accessibility, and overall effectiveness. Additionally, the lack of differences across demographic variables underscores the importance of adopting universally effective design practices to ensure equitable support for all educators, regardless of their backgrounds or teaching contexts. © 2025 by the authors of this article. Published under CC-BY.
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