​The current study explores college instructors’ perspectives on digital skills integration in early childhood education curricula

at higher education institutions. A mixed‐methods approach is adopted with a pre‐existing questionnaire composed

of 14 items and semi‐structured interviews. Data were collected from nine universities across the Middle East, targeting

464 college instructors. The findings indicate a disposition among college instructors toward acquiring and refining digital competencies related to pedagogical practices and learning modalities, underscoring the significance of integrating

digital elements into curriculum content. College instructors expressed the least favorable views regarding the limited

inclusion of digital tools and resources in the curricula. Two themes emerged from the qualitative data: positive perspectives,

and negative perspectives to integrate digital skills into the curriculum. The study emphasizes the need for

incorporating digital components into curriculum design to better equip educators and learners in early childhood education

within higher education settings.