The seniors attitudes towards the social justice and creative development across the curricula of the humanity sciences at Salahaddin university- Erbil

الملخص EN

The study is about ''The Seniors' Attitudes towards the Social Justice and Creative Development across the Curricula of the Humanity Sciences'' at Salahaddin University-Erbil (SU-E) in Kurdistan Region (KR), Iraqi Federal (IF).

Curricula is an umbrella term that involves the contents of the total subjects, methodology of teaching and learning, evaluation, and administration; in other words, it is the process of the teachers' teaching, students' gaining knowledge, emotions, motivations and actions through the logbooks, courses, instructions and interactions that directly affect students' extent of creative development.

The humanity science students are supposed to be developed via the implemented curricula and match the national and international marketing and businesses.

The problem is that the humanity sciences students are large in number and they have less chance to work and employment in the public and private sectorsweather national and international.

For this reason, many university administrators and scholars prefer closing some departments of the humanity sciences.

The study is aimed at the senior students' attitudes towards their experienced university curricula, in order to prove the social justice that ensures creative development, so as to know the strengths and weaknesses of the curricula and its effects on the required development regarding the contents, academic andprofessional proficiencies, teaching and learning and evaluation.

The study is a practical exploratory to confirmatory.

The participants are the senior students of the humanity science departments, in which a questionnaire is conducted to collect both Likert scale quantitative data and a range of qualitative data via the students' attitudes and comments.

It has been found that the social justice is adopted in both de jure and de facto norms i.

e.

deductive and inductive policies across the curricula implementation, the contents are somewhat standardized.

While, there are urgent problems of language production, the combination between theoretical and practical knowledge, evaluation approach including both assessment and measurement, teaching and learning techniques, and the translated content subjects of the resources of the studied modules.

'The Seniors' Attitudes towards the Social Justice and Creative Development across the Curricula of the Humanity Sciences'' at Salahaddin University-Erbil (SU-E) in Kurdistan Region (KR), Iraqi Federal (IF).

Curricula is an umbrella term that involves the contents of the total subjects, methodology of teaching and learning, evaluation, and administration; in other words, it is the process of the teachers' teaching, students' gaining knowledge, emotions, motivations and actions through the logbooks, courses, instructions and interactions that directly affect students' extent of creative development.

The humanity science students are supposed to be developed via the implemented curricula and match the national and international marketing and businesses.

The problem is that the humanity sciences students are large in number and they have less chance to work and employment in the public and private sectorsweather national and international.

For this reason, many university administrators and scholars prefer closing some departments of the humanity sciences.

The study is aimed at the senior students' attitudes towards their experienced university curricula, in order to prove the social justice that ensures creative development, so as to know the strengths and weaknesses of the curricula and its effects on the required development regarding the contents, academic andprofessional proficiencies, teaching and learning and evaluation.

The study is a practical exploratory to confirmatory.

The participants are the senior students of the humanity science departments, in which a questionnaire is conducted to collect both Likert scale quantitative data and a range of qualitative data via the students' attitudes and comments.

It has been found that the social justice is adopted in both de jure and de facto norms i.

e.

deductive and inductive policies across the curricula implementation, the contents are somewhat standardized.

While, there are urgent problems of language production, the combination between theoretical and practical knowledge, evaluation approach including both assessment and measurement, teaching and learning techniques, and the translated content subjects of the resources of the studied modules.