تنمية ثقافة التغيير التربوي في المدراس الثانوية العامة بمصر مدخلا لمواكبة متطلبات الثورة الصناعية الرابعة : دراسة إثنوجرافية

Abstract EN

This research aimed at surveying and analyzing the most important aspects of the culture of educational change needed by the schools to cope with the fourth industrial revolution, and to determine the extent to which the prevailing public secondary school culture is aligned with educational changes necessary for the fourth industrial revolution, through the examination of the ideas and beliefs of teachers as well as the disclosure of their practices in light of the skills of the culture of the change necessary for the fourth industrial revolution, this research has adopted a method of ethnographic, based on its tools, which consisted of: the interview and the observation card.

This research has led to the following results: - There are many manifestations of social change in contemporary societies in the context of the fourth industrial revolution, including: the technological-social factor is the new engine of digital societies, so the social lifestyle consists of a complex (human - machine).

The emergence of robot technology and the gradual production of labor less production have also brought about a dramatic shift in the economy of countries, which has had significant effects on the nature and quality of work.

- The culture of educational change that is necessary for the fourth industrial revolution has three components: skills related to the culture of creativity, skills related to digital culture, and skills related to life and professional culture.

It has two aspects: beliefs, concepts and ideas on some issues of educational change, and teaching practices for teachers in light of the skills of the culture of change that is necessary for the fourth industrial revolution.

- In-depth interviews with teachers revealed the existence of traditional ideas about their concept of the teaching process, and there are some worries about the digital transformation of education, including : decreasing opportunities for direct interaction that threatens to erode human affection and the impossibility of teaching values independently of life situations, and the formation of social classes on a technological basis (digital division).

In addition to their resistance to educational change, one of the most important reasons was their weak participation in making of the educational change, and that change requires more improvement of performance, and their fear of losing their influence and authority.

- The low level of practices of teachers of public secondary education related to the skills of the culture of educational change needed to cope with the fourth industrial revolution, where the relative weight was 65.93%, which is much lower than the acceptable level in this research (70%).

- The level of teachers' practices for the culture of educational change came in its sub-dimensions low, and the highest of these levels were practices related to the culture of creativity with a relative weight (59.38%), followed by practices related to the skills of life culture and professional with a relative weight (57.72%), and the practices related to digital culture came in last place with relative weight (53.73%).

This research provides several recommendations, key ones are: - Having a careful planning view, without rushing or floundering when deciding to adopt technological developments in the education system in Egypt.

- Cooperating between educational policy makers and the labor force implemented by them (members of the school community), to ensure the implementation and successful implementation of it.

- Paying attention to the cultural change represented by the beliefs and perceptions of teachers, as an essential aspect in achieving any change in schools, whether organizational or structural, or technology.

- It is necessary to educate and enlighten the community with the importance of accepting educational change.

This helps educational policy makers work without stress.