This research explores the interplay of the CEFR and academic labor in English as a foreign language classroom, an area that has been widely neglected in the contemporary English language teaching. The main aim of the research was to investigate the forms of academic work that Saudi labor experience in their language classroom and whether they negotiate and justify their experiences with academic work in ELT. The data of the research were gathered via the following instruments: (i) individual interviews, (ii) classroom observations, and (iii) group interviews. The participants of this research were two Saudi English language lecturers working in one of the public universities in Saudi Arabia. The findings revealed that the CEFR and its associated products, goods and services (e.g., PowerPoint Presentations, textbooks, DVDs, and teacher’s guidebook) have enormously shaped the intellectual and emotional labor of the participants. It was also found that both teachers experienced intellectual and emotional struggles in classrooms due to the power differential between their institution that supports the CEFR and their own beliefs in language education. This research closes with a call for serious scholarly engagement with the interplay of the CEFR and academic labor in our contemporary EFL classrooms.
{"title":"The CEFR in a Saudi Classroom: Implications for Academic Labor in Language Teaching","authors":"Maryumah Alenazi","doi":"10.54940/ep69916581","DOIUrl":"https://doi.org/10.54940/ep69916581","url":null,"abstract":"This research explores the interplay of the CEFR and academic labor in English as a foreign language classroom, an area that has been widely neglected in the contemporary English language teaching. The main aim of the research was to investigate the forms of academic work that Saudi labor experience in their language classroom and whether they negotiate and justify their experiences with academic work in ELT. The data of the research were gathered via the following instruments: (i) individual interviews, (ii) classroom observations, and (iii) group interviews. The participants of this research were two Saudi English language lecturers working in one of the public universities in Saudi Arabia. The findings revealed that the CEFR and its associated products, goods and services (e.g., PowerPoint Presentations, textbooks, DVDs, and teacher’s guidebook) have enormously shaped the intellectual and emotional labor of the participants. It was also found that both teachers experienced intellectual and emotional struggles in classrooms due to the power differential between their institution that supports the CEFR and their own beliefs in language education. This research closes with a call for serious scholarly engagement with the interplay of the CEFR and academic labor in our contemporary EFL classrooms.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136379272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study sought to ascertain the extent to which digital citizenship has been evident among Umm Al-Qura university students before and after the Coronavirus pandemic. It substantiated statistically significant differences based on three variables: gender, level of education, major, and academic year. The study collected data via a questionnaire from a sample of 433 Saudi university students recruited during the academic year 22021/2022. The data were analyzed using statistical measures, categorized and interpreted. Results of the descriptive statistics (means and standard deviations), correlational coefficients, ANOVA and t-test, were used in analyzing the data. Results showed that digital citizenship was generally patent before and after the Corona pandemic, with some statistical differences in favor of the post-pandemic. After the pandemic, results revealed statistically significant differences relevant to the gender variable, academic level and major. The differences were in favor of the males, the graduate students, and the applied majors. No statistically significant differences pertained to the variable of the academic year. Before the pandemic, no differences pertained to gender, major, and academic year variables. However, some differences existed concerning the academic level in favor of higher studies students. Based on results and discussions, important recommendations are provided.
{"title":"Digital Citizenship among Umm Al-Qura University Students during Corona Pandemic","authors":"Ali Alqarni, Maha Alabdulkareem","doi":"10.54940/ep51254642","DOIUrl":"https://doi.org/10.54940/ep51254642","url":null,"abstract":"The study sought to ascertain the extent to which digital citizenship has been evident among Umm Al-Qura university students before and after the Coronavirus pandemic. It substantiated statistically significant differences based on three variables: gender, level of education, major, and academic year. The study collected data via a questionnaire from a sample of 433 Saudi university students recruited during the academic year 22021/2022. The data were analyzed using statistical measures, categorized and interpreted. Results of the descriptive statistics (means and standard deviations), correlational coefficients, ANOVA and t-test, were used in analyzing the data. Results showed that digital citizenship was generally patent before and after the Corona pandemic, with some statistical differences in favor of the post-pandemic. After the pandemic, results revealed statistically significant differences relevant to the gender variable, academic level and major. The differences were in favor of the males, the graduate students, and the applied majors. No statistically significant differences pertained to the variable of the academic year. Before the pandemic, no differences pertained to gender, major, and academic year variables. However, some differences existed concerning the academic level in favor of higher studies students. Based on results and discussions, important recommendations are provided.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136379274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to measure the awareness of Saudi youth about digital citizenship. It also aimed to design a platform based on artificial intelligence using chatbots to enhance the awareness of digital citizenship among Saudi youth. The study used a questionnaire to measure the awareness of Saudi youth (15-34 years old) about digital citizenship, where (107) of them participated. The results showed that 61.7% do not know about digital citizenship, and that 71% do not know about digital citizenship values. The study revealed that there are statistically significant differences at (α <= 0.05) between the mean scores of the sample responses regarding the awareness of the concept of digital citizenship and the value of respect due to (Internet use). It also showed that there were statistically significant differences regarding the awareness of the value of protect due to (age, and Internet use), while the awareness of the value of educate did not show any statistically significant differences due to (gender, age, school stage, Internet use, social media use). Then, the researchers designed a platform using the Research Based Learning method to enhance youth’s awareness of digital citizenship, in addition to chatbots to answer inquiries about digital citizenship.
{"title":"Designing an Educational Digital Platform Based on Artificial Intelligence (Chatbot) to Reinforce Saudi Youth’s Awareness of Digital Citizenship","authors":"Amjaad Mujallid, Fadwa Flemban, Hawazen Alharbi, Jamilah Alamri","doi":"10.54940/ep66011939","DOIUrl":"https://doi.org/10.54940/ep66011939","url":null,"abstract":"The study aimed to measure the awareness of Saudi youth about digital citizenship. It also aimed to design a platform based on artificial intelligence using chatbots to enhance the awareness of digital citizenship among Saudi youth. The study used a questionnaire to measure the awareness of Saudi youth (15-34 years old) about digital citizenship, where (107) of them participated. The results showed that 61.7% do not know about digital citizenship, and that 71% do not know about digital citizenship values. The study revealed that there are statistically significant differences at (α <= 0.05) between the mean scores of the sample responses regarding the awareness of the concept of digital citizenship and the value of respect due to (Internet use). It also showed that there were statistically significant differences regarding the awareness of the value of protect due to (age, and Internet use), while the awareness of the value of educate did not show any statistically significant differences due to (gender, age, school stage, Internet use, social media use). Then, the researchers designed a platform using the Research Based Learning method to enhance youth’s awareness of digital citizenship, in addition to chatbots to answer inquiries about digital citizenship.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136379277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to measure the degree of performance of artificial intelligence units to ensure the raising and development of spending efficiency in some Saudi universities. The researcher used a descriptive analytical methodology. The researcher used a questionnaire as a tool for collecting information. The study community consisted of all faculty members in King Abdul Aziz University, King Saud University), in the Kingdom of Saudi Arabia, from the academic year 1443-1444 AH, and the study sample amounted to (371) faculty members from the study community. The study reached several results, including: The degree of performance of the leaders of artificial intelligence units in raising the efficiency of spending was medium, at a rate of 77.75%. %, and that the degree of performance of the leaders of artificial intelligence units in the field of implementing plans to raise the efficiency of spending was medium, at a rate of 78.00%. The study recommended: the need to build a system that works within the standards of quality and the cost of spending to determine the best scenario that maintains the quality of work while controlling spending, and establishing partnerships with external parties to build the system for spending, the optimal investment of resources, and building an accountability system that works to control spending according to determinants and standards determined by the system artificial intelligence and others.
{"title":"Developing the performance of artificial intelligence units to ensure sustainability and enhance spending efficiency in some Saudi universities","authors":"Zainah Alqahtani","doi":"10.54940/ep42902563","DOIUrl":"https://doi.org/10.54940/ep42902563","url":null,"abstract":"The study aimed to measure the degree of performance of artificial intelligence units to ensure the raising and development of spending efficiency in some Saudi universities. The researcher used a descriptive analytical methodology. The researcher used a questionnaire as a tool for collecting information. The study community consisted of all faculty members in King Abdul Aziz University, King Saud University), in the Kingdom of Saudi Arabia, from the academic year 1443-1444 AH, and the study sample amounted to (371) faculty members from the study community. The study reached several results, including: The degree of performance of the leaders of artificial intelligence units in raising the efficiency of spending was medium, at a rate of 77.75%. %, and that the degree of performance of the leaders of artificial intelligence units in the field of implementing plans to raise the efficiency of spending was medium, at a rate of 78.00%. The study recommended: the need to build a system that works within the standards of quality and the cost of spending to determine the best scenario that maintains the quality of work while controlling spending, and establishing partnerships with external parties to build the system for spending, the optimal investment of resources, and building an accountability system that works to control spending according to determinants and standards determined by the system artificial intelligence and others.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136379273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to determine Kindergarten teachers' knowledge of developmental learning disabilities' indicators in Jubail city at the Royal Commission. The sample included 141 teachers. The researchers prepared a questionnaire consisting of (31) items and used quantitative research for the purpose of the study. After data were processed statistically, the study's results concluded that the kindergarten teachers' knowledge of the primary developmental learning difficulties indicators came with a general arithmetic mean (2.75) and a standard deviation (0.47). also showed the extent of the teachers’ knowledge of secondary developmental learning difficulties, with a general standard deviation (2.73), and arithmetic mean (0.48). It was evident that kindergarten teachers at the Royal Commission had a high knowledge of indicators of developmental learning difficulties in general. It also showed there were statistically significant differences at the level of (0.05) or less among the responses of the teachers, according to the years of experience variable, while there were no statistical differences at the level of (0.05) or less among the responses of the teachers, according to the variable of academic specialization.
{"title":"Kindergarten Teachers' Knowledge of Developmental Learning Disabilities' Indicators in Jubail City at the Royal Commission","authors":"Hawazen Alasiri, Assma Alqarni","doi":"10.54940/ep62021445","DOIUrl":"https://doi.org/10.54940/ep62021445","url":null,"abstract":"The study aimed to determine Kindergarten teachers' knowledge of developmental learning disabilities' indicators in Jubail city at the Royal Commission. The sample included 141 teachers. The researchers prepared a questionnaire consisting of (31) items and used quantitative research for the purpose of the study. After data were processed statistically, the study's results concluded that the kindergarten teachers' knowledge of the primary developmental learning difficulties indicators came with a general arithmetic mean (2.75) and a standard deviation (0.47). also showed the extent of the teachers’ knowledge of secondary developmental learning difficulties, with a general standard deviation (2.73), and arithmetic mean (0.48). It was evident that kindergarten teachers at the Royal Commission had a high knowledge of indicators of developmental learning difficulties in general. It also showed there were statistically significant differences at the level of (0.05) or less among the responses of the teachers, according to the years of experience variable, while there were no statistical differences at the level of (0.05) or less among the responses of the teachers, according to the variable of academic specialization.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136379276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to determine the levels of the quality of academic life factors (quality of professors, quality of courses, quality of university services, and quality of classmates). The study also aimed to examine the role of the quality of academic life in predicting students' academic identity. The study also sought to test the differences in academic identity based on students' majors, levels, mother's and father's education levels. The researcher used the Quality of Academic Life Scale developed by the researcher and the Academic Identity Scale (Al-Zubaidi, 2019) among (563) female students. Results found that the level of the quality of academic life was high. Students reported the quality of professors as the highest responses, followed by the quality of courses, then the quality of classmates, and finally the quality of university services. The results also found that all the quality of academic life factors had an impact on students' academic identity except the quality of university services. Finally, The results indicated no statistically significant differences in academic identity attributed to students' academic level, major, and mother's education level. However, there were statistically significant differences in academic identity attributed to the father's education level.
{"title":"The Predictive Capacity of Academic Life Quality in Academic Identity Among Female Students at Umm Al-Qura University","authors":"Azhar Samkari","doi":"10.54940/ep34554124","DOIUrl":"https://doi.org/10.54940/ep34554124","url":null,"abstract":"The study aimed to determine the levels of the quality of academic life factors (quality of professors, quality of courses, quality of university services, and quality of classmates). The study also aimed to examine the role of the quality of academic life in predicting students' academic identity. The study also sought to test the differences in academic identity based on students' majors, levels, mother's and father's education levels. The researcher used the Quality of Academic Life Scale developed by the researcher and the Academic Identity Scale (Al-Zubaidi, 2019) among (563) female students. Results found that the level of the quality of academic life was high. Students reported the quality of professors as the highest responses, followed by the quality of courses, then the quality of classmates, and finally the quality of university services. The results also found that all the quality of academic life factors had an impact on students' academic identity except the quality of university services. Finally, The results indicated no statistically significant differences in academic identity attributed to students' academic level, major, and mother's education level. However, there were statistically significant differences in academic identity attributed to the father's education level.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136379110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to build a proposed conception to identify organizational memory as an entry point for achieving institutional excellence in Saudi universities in light of the experience of the United States of America. By revealing the dimensions of organizational memory in Saudi universities (the level dimension, the content dimension, the forms dimension, the direction dimension, the formation dimens ion) and determining the degree of achieving institutional excellence in Saudi universities with its dimensions (leadership, operations, human and financial resources, knowledge) And to reveal the contribution of the dimensions of organizational memory to achieving institutional excellence. To achieve the objectives of the study, the study followed the descriptive analytical approach, where the sample consisted of (303) leaders. A questionnaire was built that consisted of two axes: the first measures the degree of dimensions of organizational memory, and the number of its paragraphs was (24). A paragraph and the second axis measure the dimensions of institutional excellence, and the number of its paragraphs is (20) paragraphs. The validity and stability of the study tool was confirmed by applying to the exploratory sample. The study found that the dimensions of organizational memory were practiced in the total degree (medium) with an arithmetic average of (3.00), and all dimensions appeared with an average practice degree, and the level dimension of organizational memory came in the first rank with an arithmetic average of (3.25), then the dimension of shapes ranked The second, with an arithmetic average of (3.19), then the content dimension (2.97), then the orientation dimension (2.81), then the “formation dimension in the last rank” with an arithmetic average of (2.78), and it was found that institutional excellence was achieved at a medium degree (2.95) It came after excellence in knowledge management with a high degree (3.52), then operations (2.95), human and financial resources (2.85), and leadership at the last rank and with a medium degree (2.83). It was also found that the dimensions of organizational memory contribute by 94% to achieving institutional excellence, which was the highest. For the dimension of organizational memory forms (33%), organizational memory formation (29%) and guidance (11%), the study recommended applying the proposed vision and training leaders on methods of building organizational memory to achieve institutional excellence.
{"title":"Organizational memory is an approach to achieving institutional excellence in Saudi universities in light of the experience of the United States of America (Proposed concept)","authors":"Wejdan Alqurashi","doi":"10.54940/ep26340794","DOIUrl":"https://doi.org/10.54940/ep26340794","url":null,"abstract":"The study aimed to build a proposed conception to identify organizational memory as an entry point for achieving institutional excellence in Saudi universities in light of the experience of the United States of America. By revealing the dimensions of organizational memory in Saudi universities (the level dimension, the content dimension, the forms dimension, the direction dimension, the formation dimens ion) and determining the degree of achieving institutional excellence in Saudi universities with its dimensions (leadership, operations, human and financial resources, knowledge) And to reveal the contribution of the dimensions of organizational memory to achieving institutional excellence. To achieve the objectives of the study, the study followed the descriptive analytical approach, where the sample consisted of (303) leaders. A questionnaire was built that consisted of two axes: the first measures the degree of dimensions of organizational memory, and the number of its paragraphs was (24). A paragraph and the second axis measure the dimensions of institutional excellence, and the number of its paragraphs is (20) paragraphs. The validity and stability of the study tool was confirmed by applying to the exploratory sample. The study found that the dimensions of organizational memory were practiced in the total degree (medium) with an arithmetic average of (3.00), and all dimensions appeared with an average practice degree, and the level dimension of organizational memory came in the first rank with an arithmetic average of (3.25), then the dimension of shapes ranked The second, with an arithmetic average of (3.19), then the content dimension (2.97), then the orientation dimension (2.81), then the “formation dimension in the last rank” with an arithmetic average of (2.78), and it was found that institutional excellence was achieved at a medium degree (2.95) It came after excellence in knowledge management with a high degree (3.52), then operations (2.95), human and financial resources (2.85), and leadership at the last rank and with a medium degree (2.83). It was also found that the dimensions of organizational memory contribute by 94% to achieving institutional excellence, which was the highest. For the dimension of organizational memory forms (33%), organizational memory formation (29%) and guidance (11%), the study recommended applying the proposed vision and training leaders on methods of building organizational memory to achieve institutional excellence.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136379112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to identify the level of self-disclosure and its relationship with the level of psychological resilience among non-Arabic-speaking students at Umm Al-Qura University, taking into account a set of demographic variables (gender, social status, duration of study, age). The study sample consisted of 144 male and female students, and two scales were applied: the Self-Disclosure Scale (Osman, 2013) and the Psychological Resilience Scale (Shapan et al., 2020). The descriptive analytical method was used to answer the study's questions.The results showed a positive correlation between the level of self-disclosure and the level of psychological resilience. The findings also confirmed the possibility of predicting psychological resilience through the level of self-disclosure. However, there were no statistically significant differences on any of the demographic variables under study, either on the variable of self-disclosure or psychological resilience. Based on the main study results, a number of recommendations were formulated, the most important of which are: encouraging non-Arabic speaking students to practice self-disclosure; providing support and a safe space for them to express their thoughts and feelings to enhance their psychological and social well-being; and enhancing self-expression skills among non-Arabic speaking students through educational or training programs targeting this group. Additionally, providing psychological and social support to assist non-Arabic speakers in adapting to a new culture through psychological counseling services or social support programs.
本研究的目的是在考虑到一系列人口统计变量(性别、社会地位、学习时间、年龄)的情况下，确定Umm Al-Qura大学非阿拉伯语学生的自我表露水平及其与心理弹性水平的关系。研究样本为144名男女学生，采用两种量表:自我表露量表(Osman, 2013)和心理弹性量表(Shapan et al.， 2020)。使用描述性分析方法来回答本研究的问题。结果表明，自我表露水平与心理弹性水平呈正相关。研究结果还证实了通过自我表露的程度来预测心理弹性的可能性。然而，无论是自我表露还是心理弹性，在研究中的任何人口统计学变量上都没有统计学上的显著差异。根据主要研究结果，提出了一些建议，其中最重要的是:鼓励非阿拉伯语学生练习自我表露;为他们提供支持和安全的空间，让他们表达自己的想法和感受，以增强他们的心理和社会福祉;通过针对非阿拉伯语学生的教育或培训项目，提高他们的自我表达能力。此外，通过心理咨询服务或社会支持项目，为非阿拉伯语使用者提供心理和社会支持，帮助他们适应新的文化。
{"title":"Self-disclosure and its relationship to psychological immunity among non-Arabic-speaking students at Umm Al-Qura University in the Kingdom of Saudi Arabia","authors":"Khwlah Al-Ansari","doi":"10.54940/ep45889357","DOIUrl":"https://doi.org/10.54940/ep45889357","url":null,"abstract":"This study aimed to identify the level of self-disclosure and its relationship with the level of psychological resilience among non-Arabic-speaking students at Umm Al-Qura University, taking into account a set of demographic variables (gender, social status, duration of study, age). The study sample consisted of 144 male and female students, and two scales were applied: the Self-Disclosure Scale (Osman, 2013) and the Psychological Resilience Scale (Shapan et al., 2020). The descriptive analytical method was used to answer the study's questions.The results showed a positive correlation between the level of self-disclosure and the level of psychological resilience. The findings also confirmed the possibility of predicting psychological resilience through the level of self-disclosure. However, there were no statistically significant differences on any of the demographic variables under study, either on the variable of self-disclosure or psychological resilience. Based on the main study results, a number of recommendations were formulated, the most important of which are: encouraging non-Arabic speaking students to practice self-disclosure; providing support and a safe space for them to express their thoughts and feelings to enhance their psychological and social well-being; and enhancing self-expression skills among non-Arabic speaking students through educational or training programs targeting this group. Additionally, providing psychological and social support to assist non-Arabic speakers in adapting to a new culture through psychological counseling services or social support programs.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136379113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at investigating the extent to which the sustainable development dimensions (Social, environmental and economical) are included in third intermediate Science textbook of the first and second terms of the school year 1442-1443 AH. To achieve this goal the descriptive analytical approach was utilized, a list of the sustainable development dimensions and sub-issues was created, and the textbook was analyzed based on these dimensions using idea as an analysis unit and frequency as a counting unit. The study revealed that the third intermediate Science textbook neglected many of the main and sub-issues included in the sustainable development dimensions. Some of the key issues were also missing including the topic of residence and population from the social dimension in the first term textbook, and the topics of lithosphere and Hydrosphere from the environmental dimension in the second term textbook. The study further shed light on the absence of integration, sequence and consistency within the topics of the third intermediate Science textbook. Based on the above mentioned results, the study recommended the following: reconsidering including sustainable development by balancing between its three dimensions social, environmental and economical and focusing more on the sub-issues, reconstructing science textbooks based on the dimensions of sustainable development and the demands of the new era, making use of the current study results to enrich intermediate Science curriculum, training teachers on how to include sustainable development in their instruction and providing supporting educational resources. The study suggested conducting similar analysis study to other school levels and another study focusing on establishing a reference guide on how to employ sustainable development dimensions within school syllabus.
{"title":"Content Analysis of Saudi third intermediate Science textbook in the light of sustainable development dimensions","authors":"Maysaa Al-Sharif","doi":"10.54940/ep63356615","DOIUrl":"https://doi.org/10.54940/ep63356615","url":null,"abstract":"This study aimed at investigating the extent to which the sustainable development dimensions (Social, environmental and economical) are included in third intermediate Science textbook of the first and second terms of the school year 1442-1443 AH. To achieve this goal the descriptive analytical approach was utilized, a list of the sustainable development dimensions and sub-issues was created, and the textbook was analyzed based on these dimensions using idea as an analysis unit and frequency as a counting unit. The study revealed that the third intermediate Science textbook neglected many of the main and sub-issues included in the sustainable development dimensions. Some of the key issues were also missing including the topic of residence and population from the social dimension in the first term textbook, and the topics of lithosphere and Hydrosphere from the environmental dimension in the second term textbook. The study further shed light on the absence of integration, sequence and consistency within the topics of the third intermediate Science textbook. Based on the above mentioned results, the study recommended the following: reconsidering including sustainable development by balancing between its three dimensions social, environmental and economical and focusing more on the sub-issues, reconstructing science textbooks based on the dimensions of sustainable development and the demands of the new era, making use of the current study results to enrich intermediate Science curriculum, training teachers on how to include sustainable development in their instruction and providing supporting educational resources. The study suggested conducting similar analysis study to other school levels and another study focusing on establishing a reference guide on how to employ sustainable development dimensions within school syllabus.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136379271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to research the Saudi model of enrichment, by using Systematic Literature Review method as a tool in reviewing previous researches. This led to identify the most important studies’ results in the Oasis Enrichment Model published during the period 2004-2022. The theoretical framework of the study was divided into four sections, and by reviewing these researches based on specific principles around 60 studies were kept. The study concluded the following results: (1) The Oasis Enrichment Model of gifted students by Dr. Al-Joghiman brought about a change in the study of giftedness, educating, and caring about gifted. (2) Enrichment programs based on the Oasis Enrichment model have significant positive effects. (3) It provides the researchers in the Arab world with a number of studies that demonstrate the impact of the enrichment programs on the gifted student.
{"title":"An Evaluation Study Saudi Oasis Enrichment Model (OEM) for Gifted Enrichment","authors":"Rahma A. Alzahrani","doi":"10.54940/ep56511070","DOIUrl":"https://doi.org/10.54940/ep56511070","url":null,"abstract":"The study aimed to research the Saudi model of enrichment, by using Systematic Literature Review method as a tool in reviewing previous researches. This led to identify the most important studies’ results in the Oasis Enrichment Model published during the period 2004-2022. The theoretical framework of the study was divided into four sections, and by reviewing these researches based on specific principles around 60 studies were kept. The study concluded the following results: (1) The Oasis Enrichment Model of gifted students by Dr. Al-Joghiman brought about a change in the study of giftedness, educating, and caring about gifted. (2) Enrichment programs based on the Oasis Enrichment model have significant positive effects. (3) It provides the researchers in the Arab world with a number of studies that demonstrate the impact of the enrichment programs on the gifted student.","PeriodicalId":402392,"journal":{"name":"Journal of Umm Al-Qura University for Educational and Psychological Sciences","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123504178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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