Journal of Curriculum and Teaching Methodology
_*]:min-w-0"> The Journal of Curriculum and Teaching Methods is a licensed, international, peer-reviewed, scientific monthly journal specializing in curriculum and teaching methods. The journal is published monthly by the Department of Education, Curriculum and Teaching Methods at the Arab Institute for Science and Research Publishing (AISRP). The journal peer-reviews and publishes serious and original academic research in both Arabic and English. The journal targets researchers, professors, and students in the fields of curriculum and teaching methods across all different disciplines, educational technology, curriculum development, history of statistics and mathematics, and other related fields. The journal ensures that published research meets all scientific and methodological standards for educational research in curriculum and teaching methods, including all research components and procedures. This is conducted through rigorous and precise scientific peer review that extends to helping researchers complete any deficiencies in their research or studies. The Editor-in-Chief is Professor Fawaz Hassan Shehadeh. _*]:min-w-0"> The journal focuses on publishing high-quality research covering curriculum design and development, innovative teaching strategies, assessment and evaluation methods, digital and blended learning, STEM education methodologies, inclusive education practices, teacher professional development, comparative education studies, educational policy and reform, and interdisciplinary approaches to teaching and learning. _*]:min-w-0"> The journal seeks to achieve excellence in advancing educational practices through the dissemination of evidence-based research that bridges theoretical frameworks with practical classroom applications. The journal is committed to the highest international scientific peer-review standards, ensuring the quality and integrity of published content and enhancing its position as a reliable scientific reference for educators and researchers in curriculum and instruction worldwide.
Arab Journal for Sciences & Research Publishing
Serious creativity and smart applications in the educational process
The current research aims to conduct a study of the theoretical and practical elements of smart applications, along with serious creativity in the educational process, in order to achieve educational goals and improve the classroom environment for learning. In this study, smart educational applications designed to improve learning motivation and enhance individual learning were examined. The researcher used the theoretical analytical research method to answer the following questions: What is the importance of smart applications in education? What are the requirements for using smart applications in education? What is the importance of serious creativity in the educational process? What are the sources of serious creativity in the educational process? What are the skills that can be taught in serious creativity? Within the presented ideas and theories and based on previous literature and studies, The researcher recommended the necessity of providing professional development for teachers to highlight the educational value of smart applications and innovative thinking strategies.
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The effectiveness of using interactive maps in teaching social studies to develop environmental awareness and visual thinking skills among tenth-grade students
This study aimed to examine the effectiveness of using interactive maps in teaching social studies to enhance environmental awareness and visual thinking skills among tenth-grade female students. A quasi-experimental design was employed with a purposive sample of 72 students from Dhahira Governorate, divided into an experimental group (36 students taught with interactive maps) and a control group (36 students taught using traditional methods), with pre-equivalence verified for both groups. Two instruments were used: an environmental awareness scale consisting of environmental knowledge and environmental attitudes, and a visual thinking skills test. After administering the pre-tests, the unit “Environmental Issues and Hazards” was taught using an interactive map–based instructional guide, followed by post-testing. Results revealed statistically significant differences at (α = 0.05) in favor of the experimental group on both environmental awareness components and visual thinking skills, with a large effect size. Based on these findings, the study recommends developing interactive maps aligned with social studies content, adhering to their essential design components, and encouraging teachers to integrate them when teaching the “Environmental Issues and Hazards” unit.
The role of the digital story in developing creative thinking among primary school students at Iksal C School
The study aimed to reveal the role of the digital story in the development of creative thinking among primary school students in one of the schools of the Palestinian Interior, and to achieve the goal of the study, the researcher relied on the semi-experimental curriculum, and the study sample consisted of (48) male and female students at Excel C school, in the subject of the Arabic language, the researcher divided the sample into two groups, where the control group consisted of (24) male and female students who were taught in the traditional way, and (24) male and female students of the experimental group who were taught using the digital story, the researcher verified the truthfulness of the creative thinking test (Torrance) for the year 1973, by applying it to a survey sample consisting of (20) students from a community The study is out of her sample. The results showed statistically significant differences at the level of significance (0.05=α) between the two computational averages of the telemetry of creative thinking (as a whole) attributable to the group (experimental, control) in favor of the experimental group taught using the digital story method. The study recommended designing digital stories in the Arabic language and enriching the Arabic content of this type of stories.
The Reality of Upper Primary School Students' Use Of "Distance Learning" Tools During Crises from the Teachers' Perspective in Al-Batuf Area – Palestine 1948
This study aimed to investigate the differences in teachers' perceptions of distance learning during crises across various domains (technical, human, pedagogical, administrative, cognitive, behavioral, and psychological), as well as to examine these perceptions according to demographic variables such as gender, age, academic qualification, and years of experience. This study adopted a descriptive-analytical approach. The study sample consisted of 120 teachers from the upper primary stage in the Batuf region of Palestine (1948), all of whom had experience with distance learning during crisis periods. A questionnaire, developed based on the study objectives and previous literature, was used as the research instrument, and its validity and reliability were confirmed prior to administration. The results indicated that teachers rated the reality of upper primary students' utilization of distance learning tools during crises at a moderate level (M = 3.39), with the cognitive domain achieving the highest rating (M = 4.26). Moreover, no statistically significant differences were found in teachers' evaluations according to demographic variables such as age, gender, experience, and academic qualification, indicating a minimal overall impact of these factors on teachers' perceptions. Based on the findings, the study recommends intensifying practical training programs to enhance teachers' technical and pedagogical competencies, as well as developing innovative teaching strategies to increase student engagement and participation in distance learning.
Content Analysis of Arabic Language Curricula in Saudi Arabia’s Elementary Stage in Light of Enhancing National Identity and Developing Skills Aligned with 21st-Century Requirements
This study analyzes the content of Arabic language curricula for the primary stage in the Kingdom of Saudi Arabia in light of enhancing national identity and developing future skills according to the requirements of the twenty-first century. The research adopted a descriptive-analytical approach using two main tools: a content analysis checklist for the “My Beautiful Language” textbooks for upper grades (fourth, fifth, and sixth) and an electronic questionnaire administered to a sample of Arabic language teachers, with verified validity and reliability (overall reliability coefficient = 0.89). The content analysis revealed that the textbooks include multiple elements that promote national identity, with an overall frequency average of 78% of the observed indicators, particularly through texts highlighting national symbols and religious and national occasions. However, the inclusion of twenty-first-century skills—such as critical thinking, collaboration, creativity, and self-directed learning—was limited, representing only 41% of the total indicators and distributed non-systematically across the three grade levels. The integration of both national identity and future skills in the same content was rare, with combined indicators representing only 23%. The questionnaire results showed that teachers’ overall perception score regarding the importance of integrating national identity and twenty-first-century skills was 4.26 out of 5, indicating highly positive attitudes. Additionally, 87% of teachers emphasized the need to update the curriculum, while 82% stressed the importance of designing integrated learning activities that simultaneously enhance national values and global skills. The study concludes with recommendations to develop the Arabic language curricula in alignment with Saudi Vision 2030, increase the integration of national values and future skills, and empower teachers to adapt the content through modern teaching strategies that support this direction.
Changes in the Arabic language curricula for the elementary stage in the city of Jerusalem in light of the policies of Israelization of education from the perspective of male and female teachers in private schools
This study aimed to examine the extent of changes made to Arabic language curricula for the elementary stage in private schools in Jerusalem in light of education “Israelization” policies, as perceived by teachers. A mixed-methods approach was employed, combining qualitative semi-structured interviews with a descriptive analytical method that included content analysis of both the official Palestinian curriculum and the Israeli-modified version for grades one through six. The study population consisted of 209 Arabic-language teachers, while a purposive focus group of 25 teachers was selected for interviews. Findings revealed substantial alterations to the Arabic curriculum, particularly in grades 3–6, with no notable changes in grades 1 and 2. Moreover, 93% of the participants agreed that these Israelization-driven modifications aimed to weaken students’ linguistic competencies—especially grammar, spelling, and written expression—while ongoing curriculum changes contributed to declining academic achievement due to reduced stability and focus. Participants also emphasized the essential role of local communities and educational institutions in counteracting these policies through awareness efforts and advocating for unaltered alternative curricula. The study concludes by recommending the adoption of educational policies that reinforce national and cultural identity and safeguard the Arabic language against imposed curricular modifications.
Evaluating the performance of intermediate-level science teachers in Taif in light of some teaching competencies from their perspective
The study aimed to evaluate the performance of science teachers at the intermediate stage in the city of Taif in light of some teaching competencies from their point of view. The descriptive (survey) method was used. The study sample consisted of (114) science teachers who were selected by a stratified random method, representing (56.44%) of the study community. For the purpose of collecting data, the researcher prepared a questionnaire consisting of (31) indicators, distributed over two axes; Lesson implementation competencies, including (18) indicators, and lesson evaluation competencies, including (13) indicators. After verifying the validity and reliability of the tool, it was applied to the aforementioned sample. The study results showed that female teachers highly rated their possession of lesson implementation competencies, with an overall average of (4.34) out of (5), representing a percentage of (86.80%). The lesson evaluation competencies axis was also highly rated, with an overall average of (4.33), representing a percentage of (86.60%). The study results also revealed no statistically significant differences at the significance level (α≤0.05) in the responses of the study sample attributed to the variables (qualification, specialization, and years of experience). In light of the results, the study recommended enhancing cooperative learning competencies in classrooms among female teachers, adopting new evaluation methods such as performance evaluation, and focusing on enhancing the efficiency of analyzing and interpreting exam results among female teachers.
Table of Content: Evaluating the performance of intermediate-level science teachers in Taif in light of some teaching competencies from their perspective Ms. Samar Safr Al-Harthi Changes in the Arabic language curricula for the elementary stage in the city of Jerusalem in light of the policies of Israelization of education from the perspective of male and female teachers in private schools Ms. Safaa Khalil Abu Sharif Content Analysis of Arabic Language Curricula in Saudi Arabia’s Elementary Stage in Light of Enhancing National Identity and Developing Skills Aligned with 21st-Century Requirements Dr. Abdullah Nasser Al-Yami The Reality of Upper Primary School Students' Use Of "Distance Learning" Tools During Crises from the Teachers' Perspective in Al-Batuf Area – Palestine 1948 Ms. Haifa Mahmood Shehadeh The role of the digital story in developing creative thinking among primary school students at Iksal C School Dr. Majeda Mazen Drawshy The effectiveness of using interactive maps in teaching social studies to develop environmental awareness and visual thinking skills among tenth-grade students Mr. Mohammed Marzouq Dhafiyar Al-Ghafri Serious creativity and smart applications in the educational process Mr. Ameer Hadi Obada
The Role of Public School Teachers in East Jerusalem in Mainstreaming Students with Special Needs
This study aimed to examin the role of teachers in supporting inclusive education for students with special needs in public schools in East Jerusalem, within the broader framework of promoting educational equity and inclusion. It aims to assess the current state of inclusion in regular classrooms, identify the key professional and structural challenges faced by teachers, and explore opportunities for enhancing inclusive practices in the complex sociopolitical context of Jerusalem.A descriptive-analytical methodology was employed, and data were collected through a structured questionnaire addressing three core dimensions: (1) teachers’ readiness, (2) the challenges they encounter, and (3) their daily practices with students with special needs. The sample consisted of 47 teachers selected through stratified random sampling from public schools in East Jerusalem. Findings revealed that 68% of the participants struggle to meet the diverse individual needs of students due to a lack of specialized training and limited supportive resources. Additionally, 84% emphasized the importance of psychosocial support as essential to successful inclusion, while 75% indicated that their schools lack effective inclusive environments. Despite these obstacles, most teachers expressed a positive educational awareness regarding the value of inclusion and its impact on students’ social and academic development. The study recommends strengthening teacher preparation programs in inclusion, ensuring continuous professional and psychological support, and adopting differentiated instructional strategies to foster inclusive school environments in East Jerusalem.
The effectiveness of a program based on office activities in simplifying some Arabic grammar rules for early childhood children
This study aimed at detecting the effectiveness of a program based on library activities in simplifying some Arabic language rules in the early childhood stage, and revealing the possibility of continuing the effect of a program based on office activities in simplifying some Arabic language rules in the early childhood stage, one month after the program has been implemented. The study sample consisted of (60) children of early childhood children in Hafr Al-Batin, aged 7 to 8 years. The research relied on the semi-experimental approach. The researcher relied on program based on library activities prepared by the researcher and Arabic grammar test., prepared by the researcher. The Research revealed that there are statistically significant differences between the average scores of the children of the experimental and control groups in the post-measurement of some Arabic language rules and their total score in favor of the children of the experimental group, There are statistically significant differences between the average scores of the children of the experimental group in the pre- and post-measurements of some Arabic language rules and their total score in favor of the post-measurement, and there are no statistically significant differences between the average scores of the children of the experimental group in the post and follow-up measurements of some Arabic grammar rules and their total score.
The Role of the Interactive Whiteboard in Developing Arabic Writing Skills among Non-Native Speakers
The goal of this study was to understand the role of the interactive board in improving Arabic writing skills for non-Arab speakers. To achieve this goal, descriptive, observational, and interview methods were used to collect data. The observation checklist was applied to a sample of 18 female students from levels three and four (advanced level), while interviews were conducted with 4 female teachers from the Arabic Linguistics Institute at King Saud University. The results of the study were the following: The Interactive board was evidently effective in improving the writing skills of the students and it functioned well for the institute’s learning goals. Therefore, the study recommends utilizing the interactive board to improve students writing skills and making it available throughout the institute as much as possible.
The Educational Strategy for Developing Reading Skills among a Sample of Fifth Grade Students with Specific Learning Disabilities
The current study aimed to identify educational strategies for improving reading skills among a sample of fifth-grade students with specific learning disabilities in reading. The study sample consisted of ten (10) students aged between 11 and 12 years, who were intentionally selected based on an official diagnosis of reading difficulties. The study adopted an experimental approach using a one-group pre-test–post-test design to verify the effect of the strategy on students’ reading fluency and reading comprehension abilities. A diagnostic reading skills test was used to measure improvement, in addition to implementing educational strategies that included repetition, modeling, and guided texts. The statistical analysis results, using the paired-sample t-test, showed that there were statistically significant differences at the 0.05 level between the students’ mean scores in reading fluency and reading comprehension before and after applying the strategy. The students’ post-test means were higher than their pre-test means after implementing the program. The study recommends the importance of employing this strategy during reading lessons to overcome the reading difficulties faced by students with specific learning disabilities, as well as providing the necessary training courses to implement it effectively in the classroom environment.
A proposed vision to improve learning outcomes in the field of natural sciences in light of the reasons for the low results of national tests (Nafi) In the Kingdom of Saudi Arabia
This study aimed to identify the underlying causes of low student performance in the national study aimassessment tests (NAFS) in the field of natural sciences, from the perspectives of both teachers and students. Additionally, it sought to propose a conceptual framework for improving learning outcomes in natural sciences based on these identified causes. The study employed a mixed-methods approach, utilizing two questionnaire instruments (teacher/student), each structured around eight dimensions, in addition to semi-structured interviews. The study sample consisted of 837 students and 238 science teachers affiliated with the General Directorate of Education in the Asir Region, all of whom were targeted by the NAFS assessments at the elementary and intermediate levels, The findings revealed that the role of school administration and students’ personal readiness were among the most significant contributing factors to the decline in students’ performance in the NAFS natural sciences test, according to the participants. In contrast, teaching strategies and family-related factors were perceived as the least contributing dimensions. Based on these results, a proposed framework was developed to enhance learning outcomes in natural sciences, incorporating targeted recommendations across four key domains: the school, the teacher, the student, and the family. In light of the findings, the study concludes with several recommendations, the most notable of which is encouraging schools participating in the NAFS assessments to adopt and benefit from the proposed framework to improve student outcomes.
Using ADDIE model to design an interactive booklet to introduce the clothing heritage of Asir to late childhood girls in the Muhayil Asir Governorate in the year of 1444 – 2023
This research aimed to identify the procedural steps followed in designing an interactive booklet and use it to design an interactive booklet that introduce Asir clothing heritage to late childhood girls. To achieve this, the research used applied descriptive method, and the sample consisted of two parts. The first part is related to the clothing heritage of the Asir region, and the second part is related to girls in the late childhood stage with 51 girls, aged between 9-12 years. The research also relied on the ADDIE model to create the booklet after reviewing and analyzing related studies, which helps to answer the first question of the research. For answering the second question the research followed the specific stages of the model, specifically the first three stages: analysis, design, and development. The results of the current study summarize that the "ADDIE model" is suitable for designing various educational products, that is according to the agreement of six Specialists, with percentage ranged between 66.66% and 100%, which is considered as high and acceptable percentage, Which reflects the effectiveness of its application in educational design processes. Considering this, the research recommends the innovation and design of interactive educational tools that incorporate the clothing heritage of the regions of the Kingdom, tailored to each stage of general education, to elevate the level of clothing heritage culture. It also recommends keeping up with developments in the field of e-book design to enhance educational efficiency by saving time and effort in teaching.
Table of Content: Using ADDIE model to design an interactive booklet to introduce the clothing heritage of Asir to late childhood girls in the Muhayil Asir Governorate in the year of 1444 – 2023 Dr. Sahar Hassan Ejeimi, Ms. Aisha Hassan Alsheri A proposed vision to improve learning outcomes in the field of natural sciences in light of the reasons for the low results of national tests (Nafi) In the Kingdom of Saudi Arabia Dr. Monahi Abdulrhman Moalwi, Dr. Abdullah Saeed Al-Shahrany ,Dr. Ahmad Mohammad Al Orij,Mr. Saad Mohammed Al-Khathami,Mr. Abdullah Ali Mughbash,Mr. Mohammed Mufarrih Al-Shahrani The Educational Strategy for Developing Reading Skills among a Sample of Fifth Grade Students with Specific Learning Disabilities Dr. Wael Maher Ghonim, Mr. Haitham Ishaq Al-Laham, Ms. Mona Mohammed Al-Naqbi The role of the interactive board in improving Arabic writing skills for non Ms. Hind Abdullah Muhammad Alamri The effectiveness of a program based on office activities in simplifying some Arabic grammar rules for early childhood children Dr. Muna Abdullah Al-Anazi The Role of Public School Teachers in East Jerusalem in Mainstreaming Students with Special Needs Ms. Rula Nemir Faries Ganem khatib
The effect of using the project-based learning (pbl) strategy on female student attitudes towards the subject of Physical education
This study aimed to reveal the impact of using the project-based learning strategy on students’ attitudes, specifically towards the subject of physical education, among seventh-grade female students in public schools in Aqaba. To achieve the study objectives, the experimental approach with a quasi-experimental design was used, by distributing the research group into two groups, one of which was experimental and consisted of (25) female students who studied physical education using the project-based learning strategy, and the other was a control group consisting of (25) female students who studied the same subject using the traditional method. By applying the study tool (scale) to both research groups (experimental and control), the results of the study showed a general trend towards high acceptance of this strategy. It also showed that the use of the project-based learning strategy increases the happiness of female students in teaching physical education, develops thinking and creativity, and stimulates activity and enthusiasm among them. The study also recommends the necessity of enhancing the training of physical education teachers on the mechanisms of practical application of this strategy due to its positive impact on teaching various educational subjects, specifically physical education.
Professional Development of English Language Teachers in the Kingdom of Saudi Arabia in Light of the South Korean Experience: A Comparative Study
This study aimed to examine the professional development practices of teachers in South Korea and assess their potential applicability to the development of English language teachers in Saudi Arabia. The study population consisted of both countries (South Korea and Saudi Arabia), and the sample involved a comparison of professional development practices in each. The research employed a comparative method using George Bereday’s four-stage model: description, interpretation, juxtaposition, and comparison. The study identified similarities between the two countries, including the diversity of professional development programs offered to teachers. Among the key differences was the teaching load in South Korea, which does not exceed 17–18 classes per week. The study concluded with several recommendations to support the improvement of professional development for English language teachers. The study also recommended conducting additional comparative research on training programs for English language teachers in Saudi Arabia and other countries. Additionally, it presented a conceptual framework for digital professional learning communities designed for English language teachers, drawing on insights from international experiences.
The Use of Blended Learning and Its Impact on Developing Graduate Students’ Attitudes at King Abdulaziz University Toward Self-Directed Learning
The study aimed to investigate the impact of blended learning on developing graduate students’ attitudes toward self-directed learning. The study population consisted of all graduate students in the Faculty of Education at King Abdulaziz University. A purposive sample of (15) female students was selected. Blended learning was applied to all participants using a quasi-experimental design with a one-group pretest–posttest structure to measure its effect on their attitudes toward self-directed learning. A self-directed learning attitude scale was used after confirming its validity and reliability, and additional tools were employed to support the measurement process. Data were analyzed using appropriate statistical methods through the Statistical Package for the Social Sciences (SPSS). The Wilcoxon signed-rank test was used to measure differences between the pre- and post-tests, in addition to calculating the effect size. The results revealed a strong positive effect of blended learning on enhancing students’ attitudes toward self-directed learning, with an effect size of (0.75), indicating its effectiveness in achieving this goal. Based on these findings, the study recommended expanding the use of blended learning in graduate programs and promoting students’ self-directed learning skills.
Effectiveness of Using the Google Classroom Platform on Achievement and Motivation Toward Learning Science Among Eighth Grade Students in Palestine 1948
This study aimed to investigate the effectiveness of using the Google Classroom platform on eighth-grade students' achievement in science and their motivation toward learning in the context of Palestine 1948. To achieve this goal, a purposive sample was selected from an intermediate school located in Kafr Kanna, in the northern region during the first semester of the 2024/2025 academic year. The study employed an experimental approach utilizing two instruments: a science achievement test and a motivation toward science learning scale. The sample consisted of two groups: an experimental group taught using Google Classroom and a control group taught through traditional methods. The results revealed statistically significant differences in the achievement test in favor of the experimental group, indicating that the use of Google Classroom positively contributed to improving students' academic performance. However, the results showed no statistically significant differences in the motivation scale between the two groups. This may be attributed to the short duration of the intervention, which may not have allowed students sufficient time to adapt to the digital learning environment. In light of these findings, the study recommends expanding the use of Google Classroom in science instruction, providing adequate training for both students and teachers, and developing interactive content that more effectively enhances student motivation. Additionally, the study suggests conducting further research over longer periods to explore the long-term impact on learners' motivation.
Exploring the Effect of Equitable Teaching Strategy on Perseverance in Solving Mathematical Problems: A Qualitative Study
This study aimed to investigate how a teaching strategy based on equitable teaching practices influences perseverance in mathematical problem-solving among ninth-grade students in Taif during the third semester of the year 1445 AH. To achieve the research objectives, a qualitative methodology was adopted using thematic analysis. Individual interviews were conducted with a selected sample of students who participated in the instructional intervention utilizing the specified teaching strategy. The qualitative findings revealed key themes regarding students’ perceptions of the impact of the strategy on mathematical perseverance. The importance of external factors, such as conceptual scaffolding and a supportive teacher’s approach, emerged alongside internal factors like experience gained from repeated practice and the adoption of simplification and representation strategies. Indicators of perseverance included initiating challenging problems, exploring diverse solution methods, and evaluating outcomes. The main challenges identified were task difficulty surpassing students’ abilities and the lack of documentation of solution plans. Based on these findings, the study recommends training teachers to implement equitable teaching strategies, developing mathematical activities that enhance students’ perseverance, and creating a learning environment that supports a growth mindset both teachers and students. The study also suggests conducting future research to explore other dimensions of the investigated variables.
Future scenarios for teaching mathematical applications in artificial intelligence (robots as a model) at the secondary level in the Kingdom of Saudi Arabia
The study aimed to present future scenarios for teaching mathematical applications in artificial intelligence (AI) (robots as a model) at the secondary level in the Kingdom of Saudi Arabia. To achieve the study's objective, the researcher used both the prospective approach through the Delphi and scenarios techniques, and the descriptive approach using content analysis. The study tools consisted of a questionnaire using the Delphi method and a content analysis card. The study population consisted of a group of experts in curricula and teaching methods - educational supervisors, teachers, and specialized faculty members. The study results revealed weaknesses in incorporating mathematical applications in robot programming and dynamics in mathematics, computer science, and information technology curricula at the secondary level. Four scenarios were developed for teaching mathematical applications in AI (AI) (robots as a model) at the secondary level in the Kingdom of Saudi Arabia: (The qualitative shift scenario, the specialized scenario - STEMR academies), which represent optimistic scenarios; (The need-filling scenario), which represents an extension of reality; and (The withdrawal scenario), which represents a pessimistic scenario. In light of the results, the researcher presented a set of recommendations, the most prominent of which were: building foresight laboratories based on the principle of analyzing future trends related to artificial intelligence in the education system, with the participation of society and students in developing appropriate mechanisms and solutions to develop this science in the education system.
Table of Content: Future scenarios for teaching mathematical applications in artificial intelligence (robots as a model) at the secondary level in the Kingdom of Saudi Arabia Dr. Norah Shabeeb AboJalbah, Prof. Ghalya Hamad Al-Sulim Exploring the Effect of Equitable Teaching Strategy on Perseverance in Solving Mathematical Problems: A Qualitative Study Mr. Mohammed Nejer Alotaibi , Prof. Mohammed Sanat Alharbi Effectiveness of Using the Google Classroom Platform on Achievement and Motivation Toward Learning Science Among Eighth Grade Students in Palestine 1948 Ms. Rofaida Salah Khamaise, Ms. Bothaina Soliman Khatib The effect of using the project-based learning (pbl) strategy on female student attitudes towards the subject of Physical education Dr. Maha Ahmad Alawrtani The Use of Blended Learning and Its Impact on Developing Graduate Students’ Attitudes at King Abdulaziz University Toward Self-Directed Learning Ms. Nada Murizaq Al-Sulami Professional Development of English Language Teachers in the Kingdom of Saudi Arabia in Light of the South Korean Experience: A Comparative Study Ms. Hind Marzouq Almutairi, Co-Prof. Tahani Khalid Al-Jubair
Insights into the Reflection of Oman Vision 2040’s Priorities and Strategic Directives in the Newly Introduced ELT Textbook Series “Team Together Oman”: Content Analysis and Teachers’ Perspectives
This study aimed to examine the alignment of the newly introduced English language teaching syllabus, Team Together Oman, with the priorities and strategic directives outlined in Oman Vision 2040. It also aimed to explore English language teachers' perspectives on this alignment, highlighting both the syllabus's advantages and the challenges educators face in achieving coherence with Oman Vision 2040’s objectives. A descriptive research design was employed, incorporating content analysis to evaluate the Graded Readers used in the Team Together Oman textbook series. Two reviewers have analysed the content of the syllabus. Additionally, a questionnaire was utilized to gather data on teachers’ perceptions of the newly introduced textbooks. The findings indicate that Team Together Oman strongly reflects the goals of Oman Vision 2040 explicitly and implicitly. Regarding the questionnaire findings, participant teachers agree that Graded Readers effectively enhance students' reading skills (M=4.01), and they appreciate how the vocabulary used in the stories aligns with the vocabulary taught in the units, as seen in the high mean score (M=4.41). However, there are concerns regarding time constraints, with a relatively high standard deviation (1.68) indicating varied opinions about whether there is sufficient classroom time to teach the readings. Notably, teachers express strong agreement about the need for training programs to better align teaching practices with Oman Vision 2040, scoring the highest mean with the lowest standard deviation (M=4.51), reflecting a clear desire for professional development and support. It is recommended that further studies be conducted to investigate the alignment between the priorities and strategic directives of Oman Vision 2040 and the content of Team Together Oman textbooks across other grade levels.
The Extent to Which Social Studies Teachers Employ Lateral and Design Thinking in Architectural Education: An Exploratory Study from Their Perspective
This study aimed to investigate the extent to which social studies teachers employ lateral and design thinking in architectural education. To achieve this, the researcher adopted a descriptive analytical approach and developed a questionnaire consisting of two dimensions: the first included 10 items addressing the extent of employing lateral thinking in architectural education, and the second included 10 items addressing the use of design thinking in the same context. The instrument was administered to a sample of 26 male and female social studies teachers in the Sultanate of Oman. The findings revealed a low level of implementation of both lateral and design thinking in architectural education. Furthermore, no statistically significant differences were found between the levels of employing either type of thinking. Accordingly, the researcher recommends the integration of lateral thinking and design thinking into architectural education, given their essential role in fostering advanced creative thinking skills and enhancing students’ ability to analyze forms and spaces from a critical aesthetic perspective. Such integration contributes to preparing a generation of learners with refined architectural visual sensitivity, capable of appreciating and understanding architectural beauty in alignment with future skill requirements.
The effectiveness of employing digital games on First-Grade Students’ Achievement improving the academic achievement of first-grade students in mathematics and enhancing their motivation to learn: Qualitative Study from parents’ perspectives
This study aimed to explore the impact of employing digital games on improving first-grade students' achievement in mathematics and enhancing their motivation toward learning. A qualitative approach was employed, utilizing open-ended interviews with a purposive sample of seven parents from a public school. The interviews focused on understanding the effect of digital games on students' comprehension of basic mathematical concepts, such as addition and subtraction, as well as their role in motivating students and strengthening their engagement with the subject. The findings revealed that digital games significantly improved students' academic performance by providing an interactive and engaging educational environment, increasing their speed and confidence in solving mathematical problems. Additionally, the games played a pivotal role in motivating students through interactive challenges and rewards, fostering a positive attitude toward learning. The results also emphasized the importance of integrating digital games with teacher and parental support to achieve optimal educational outcomes. Furthermore, the study highlighted the need for enhancing game design by incorporating flexible levels to accommodate varying student abilities and addressing time-related challenges that might affect motivation. The study recommends improving the educational use of digital games to strengthen their effectiveness as a modern instructional tool in early primary education.
The Reality of Implementing Voluntary Hours in the Tracks System in Secondary Schools in the Northern Border Region from the Students’ Perspective and Its Impact on Their Career Maturity
The current study aimed to identify the reality of implementing volunteer hours in high schools from the perspective of high school students in the Northern Borders region and its impact on their professional maturity in general education. The study population consisted of 900 male high school students, with a sample of 230 students from general education high schools in the Northern Borders region. The results indicated that the reality of volunteer hours among high school students was rated highly, and the impact of these volunteer hours on students' professional maturity was also rated highly. The findings showed no statistically significant differences at the significance level (α < 0.05) regarding the reality of implementing volunteer hours and their impact on professional maturity attributed to the variable of study stage. However, there were statistically significant differences at the significance level (α < 0.05) regarding the reality of implementing volunteer hours and their impact on professional maturity attributed to the volunteer track, favoring the technical and religious tracks. Based on the results, the study recommended the necessity of developing and enhancing volunteer hour programs in high schools, focusing on diversifying volunteer tracks to meet students' various interests and increase their participation.
The Degree of Use of Digital Content Design Applications by College of Humanities Students in the Distance Learning and Teaching Strategies Course
This Research aimed to identify the extent to which students of the College of Humanities at Northern Border University use digital content design applications in the course Teaching and Learning Strategies for Distance Education, and to examine their impact on learning motivation, in addition to highlighting major obstacles. The study employed a descriptive-analytical method and an electronic questionnaire covering three dimensions (usage, obstacles, and impact on motivation), applied to a random sample of 41 students. Findings indicated a moderate level of usage (3.13 out of 5), mainly for assignments and presentations (3.29). The main obstacles were time consumption (3.20), difficulty balancing tools with course requirements (3.05), and lack of training, with an overall mean (2.85). Results also revealed a clear positive impact on learning motivation (3.76), as 73.2% of students agreed that these applications enhanced creative expression 3.88, while 70.7% reported a sense of achievement (3.76). Significant differences in obstacles were found based on study level and prior digital course experience, but not gender. The Research recommended integrating specialized digital content design courses into humanities programs, organizing hands-on workshops (Canva, Book Creator, Genially), encouraging faculty to incorporate these tools, and enhancing technical infrastructure to reduce challenges.
The Role of Incentives Used by Teachers on the Achievement of Autistic Students in East Jerusalem Schools from Teachers' Perspective
This study aimed to investigate the role of educational incentives used by teachers in enhancing the academic achievement and social behavior of students with Autism Spectrum Disorder (ASD) in East Jerusalem schools, from the perspective of teachers. The significance of this study stems from the urgent need to develop effective educational strategies that address the specific needs of this group and support their psychological and educational integration within diverse school environments. The study employed a descriptive analytical methodology. The sample consisted of 80 male and female teachers working in the field of special education in schools and kindergartens in East Jerusalem, selected randomly. The participants included teachers from both inclusive and segregated classrooms, and varied in terms of gender, years of experience, and academic qualifications, which enhanced the diversity of perspectives and the credibility of the findings. The results revealed that both material incentives (such as prizes and rewards) and moral incentives (such as verbal praise and symbolic reinforcement) significantly contribute to improving motivation for learning, increasing focus, and reducing negative behaviors among students with ASD. The findings also indicated that the effectiveness of incentives increases when they are tailored to the individual characteristics of each student and applied consistently within a supportive educational environment. The study recommends training teachers on how to systematically design and implement incentive-based strategies that align with the unique nature of autism. It also emphasizes the importance of strengthening cooperation between schools and families to ensure the continuity of motivational support both in the classroom and at home, which positively impacts students' learning and social adaptation.
A teaching program based on experiential learning and its effectiveness in developing strategic competence and productive thinking in the mathematics curriculum among sixth-grade students in Hail
The study aimed to develop an instructional program based on experiential learning and to examine its effectiveness in enhancing strategic competence and productive thinking in the mathematics curriculum among sixth-grade students in the city of Hail. To achieve this goal, the study adopted a quasi-experimental design. The research instruments included a test for strategic competence and a test for productive thinking skills. The study was conducted on a sample of (79) sixth-grade students. The findings reveal the following: -There was a statistically significant difference at the level (α ≤ 0.05) between the mean scores of the experimental and control groups in the post-test of strategic competence in favor of the experimental group. -There was a statistically significant difference at the level (α ≤ 0.05) between the mean scores of the experimental and control groups in the post-test of productive thinking skills in favor of the experimental group. Based on these results, the study recommended several actions, most notably: utilizing the instructional program based on experiential learning to enhance strategic competence and productive thinking skills, given its engaging and stimulating nature in the educational process, which boosts students' motivation to learn. The study also recommended enriching the mathematics curriculum with content aligned with experiential learning and making use of the prepared program guide in organizing training workshops to improve mathematics education.
:Table of Content A teaching program based on experiential learning and its effectiveness in developing strategic competence and productive thinking in the mathematics curriculum among sixth-grade students in Hail Dr. Howishel Saud Alhowishel The Role of Incentives Used by Teachers on the Achievement of Autistic Students in East Jerusalem Schools from Teachers' Perspective Ms. Nancy Mohammed Abdelsalam Issa , Ms. Amal Sami Ahmad Abdel-Rabu The Degree of Use of Digital Content Design Applications by College of Humanities Students in the Distance Learning and Teaching Strategies Course Ms. Nouf Farhan Alenazi , Ms. Nada AbdulAziz Al-Mashouq ,Prof. Mona Abdullah Al-Bisher The Reality of Implementing Voluntary Hours in the Tracks System in Secondary Schools in the Northern Border Region from the Students’ Perspective and Its Impact on Their Career Maturity Mr. Talal Glub Alshammary , Prof. Fahd Abdul-Aziz Abanmi The effectiveness of employing digital games on First-Grade Students’ Achievement improving the academic achievement of first-grade students in mathematics and enhancing their motivation to learn. Qualitative Study from parents’ perspectives Ms. Anan Shaker Hamdan The Extent to Which Social Studies Teachers Employ Lateral and Design Thinking in Architectural Education: An Exploratory Study from Their Perspective Dr. Zouwaina Khalaf Al-Ghawi, Dr. Noor Ahmed Al Najar Insights into the Reflection of Oman Vision 2040’s Priorities and Strategic Directives in the Newly Introduced ELT Textbook Series “Team Together Oman”: Content Analysis and Teachers’ Perspectives Ms. Salama Saif Hamed Al-Siyabi, Ms. Khadija Mohammed Nasser Al-Harthi