دور الجامعة في تنمية المسؤولية الاجتماعية للطالبة الجامعية في ضوء رؤية 2030 من وجهة نظر طالبات جامعة شقراء

الملخص EN

This study aims to clarify the university's role in developing the university female student's social responsibility in light of Vision 2030, its mechanisms and obstacles that prevent this role.

Descriptive survey approach was used in collecting data through a questionnaire applied to 455 students at Shaqra University from the colleges of Afif Governorate.

Main results: The girls agree on all areas of social responsibility development, the highest of which is in the field of academic education and knowledge dissemination, then the field of curricular and cocurricular activities and the development of various aspects of personality, then the field of social initiatives, loyalty and national belonging, then the field of scientific research and knowledge generation, the field of universality and the human community, followed by the field of training and skill development, then economic development, fields of social problems and issues, and finally, sustainable development and environmental conservation.

The female students also agree on the mechanisms and the item “The university is keen to inform the student of how to deal with the developments and variables of the current times came first, and the item “Organizing scientific and cultural trips that develop community service skills” came last.

The girls also have intermediate-level approvals on the obstacles.

The item “The female students' lecture times conflict with social programs and activities at and outside the university” came first, and the item “lack of training courses, workshops, meetings and student dialogues” came last.

There was a statistically significant difference among the girls according to the variation in the number of participations in student activities in the first axis of the areas of social responsibility development, and in the second axis of the mechanisms, and the differences were not significant in the third axis the of obstacles.

There was a statistically significant difference among female students according to the difference in the number of volunteer and charitable work in which they participated in the first axis in the areas of social responsibility development, while the differences were not significant in the second axis of the mechanisms, and in the third axis of the obstacles.