This study aimed to identify the use of digital learning tools by faculty members in universities in the teaching process and the challenges facing them. The study sample consisted of (380) faculty members selected in the random stratified way. The study relied on the descriptive approach to verify its objectives, develop a questionnaire tool, and ensure its sincerity and stability. The results indicated that faculty members in Jordanian universities used digital learning tools to a high degree, and there were no differences due to the impact of the university's classification in all fields and in the total degree, except for the student's skills in the digital environment. The differences came in favor of official universities, and there were statistically significant differences due to the impact of the college's classification in all fields and in the total degree. The differences came in favor of scientific colleges, and there were differences due to the impact of the academic level in all fields and in the total degree. The differences came in favor of the doctorate. The results also showed that the challenges facing the study sample when using digital learning were high.The study recommended that the Jordanian Ministry of Research and Higher Education should adopt the integration of digital learning environments according to the technical, educational and scientific foundations and follow the theories of teaching and learning when integrated, andwork to modernize the infrastructure in Jordanian universities and develop it according to the results of this study, and avoid future challenges that may face the application of digital learning.
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