التحديات الأكاديمية و النفسية للتعليم عن بعد كمتغيرين وسيطين بين ما و راء المعرفة الابداعية و الحل الإبداعي للمشكلات التدريسية لدى الطلبة المعلمين تخصص العلوم

Abstract EN

The present research aimed to identify the differences in the academic and psychological challenges of distance education, with different gender and specialization, and to uncover the nature of the causal relationship between creative meta cognition and creative solution to teaching problems, as well as the causal relationship between creative meta cognition and creative solutions to teaching problems in the academic and psychological challenges to distance education as intermediaries' variables, as well as in the case of students' changes and facilitators for student teachers specializing in science.

The research sample consisted of 108 male and female students from the Faculty of Education, University of Technical and Applied Sciences in Rustaq, , Oman during the first semester 2021/2022.

In order to achieve the research objectives, the two researchers built and applied three research tools (academic and psychological challenges to distance education– creative meta cognition - creative solution to teaching problems) after verifying the validity and reliability for all of them.

In addition, they used standard and non-standard multiple regression and path analysis through AMOS, V.25, the results of the research showed: - There are statistically significant differences at the level of significance (0.05) between average male and female grades in academic challenges in favor of females.

- There are statistically significant differences at the level of significance (0.01) between average male and female grades in psychological challenges for females.

- There are no statistically significant differences between the average grades of teacher students specialized (physics-chemistry) in academic and psychological challenges.

- There are statistically significant differences at the level of significance (0.05) between the average grades of teacher students specialized (physics-biology) in academic and psychological challenges for student teachers specializing in physics.

- There are no statistically significant differences between the average grades of teacher students specialized (chemistry-biology) in both academic and psychological challenges.

- There is a direct and positive influence creative meta cognition on the creative solution of teaching problems at a significant level (0.05).

- There is an indirect and positive influence at the level of significant level (0.05) creative meta cognition on the creative solution of teaching problems, with both academic and psychological challenges as intermediaries' variables among student teachers specializing in science.

- There is a partial role of both academic and psychological challenges as intermediaries' variables in the relationship between academic meta cognition and the creative solution of teaching problems among teaching students specializing in science.