The Interaction between intelligent conversation styles and digital Learning Preferences and its impact on developing electronic test design skills and digital self-efficacy among Staff Members at Faculty of Specific Education, Zagazig University. The Abstract: The aim of this research was to determine the effect of the interaction between intelligent conversation style (text-audio) and digital learning preferences (audio-visual) on the development of electronic test design skills and digital self-efficacy among faculty members at the Faculty of Specific Education, Zagazig University. The experiment was conducted on a random sample of 80 faculty members at the Faculty of Specific Education, Zagazig University. The random sample was divided into four experimental groups. The first group studied using the smart conversation (text) style of trainees with digital learning preferences (auditory). The second group studied using the smart conversation (audio) style of trainees with digital learning preferences (auditory). The third group They study using the smart conversation (text) style of trainees with digital learning preferences (visual), Group 4: They study using the smart conversation (audio) style of trainees with digital learning preferences (visual). The research used three research tools, namely: (knowledge achievement test related to electronic test design skills, practical performance observation card related to electronic test design skills, and digital self-efficacy scale). After applying the research tools before and after and applying the experimental treatment to the sample individuals. The results indicated a statistically significant difference (at the 0.05 level) between the average scores of the group of trainees using the smart conversation style (text) and the group of trainees using the smart conversation style (audio) on the cognitive achievement test in favor of the group that used the smart conversation style (text), on the practical performance observation card in favor of the group that used the smart conversation style (audio), and on the digital self-efficacy scale, there was no statistically significant difference between the two groups. The research results also indicated a statistically significant difference at the (0.05) level between the average scores of the trainees in the group with digital learning preferences (auditory) and the trainees in the group with digital learning preferences (visual) on the cognitive achievement test in favor of the group with digital learning preferences (visual), on the practical performance observation card in favor of the group with digital learning preferences (auditory), and on the digital self-efficacy scale, there was no statistically significant difference between the two groups. The results also indicated statistically significant differences at the 0.05 level between the mean scores of the trainees in the groups on the cognitive achievement test for the group with digital learning preferences (visual), which was studied using the smart conversation pattern (text), and on the practical performance observation card in favor of the group with digital learning preferences (auditory) who were taught using the smart conversation (audio) style. and on the digital self-efficacy scale, there were no statistically significant differences between the four groups. The research recommends the integrated use of smart conversation styles (text /audio) in training programs offered to faculty members, considering learning preferences (auditory/visual). Keywords: intelligent conversation styles - digital learning preferences -electronic test design skills - digital self-efficacy.