واقع تضمين مهارات القرن الحادي والعشرين في مناهج الدراسات الاجتماعية بالمرحلة الابتدائية من وجهة نظر معلمي وموجهي المادة: تصور مقترح

Abstract EN

This research aimed to identify the reality of including 21st century skills in social studies curricula for the primary stage from the point of view of teachers and instructors of the subject and to see if there are statistically significant differences in the sample responses due to the variable (profession-years of experience-training courses) to achieve this goal, the researcher used the descriptive survey method in applying the research tool represented in a questionnaire consisting of three main axes, which are (learning and creativity skills-digital culture skills-life and work skills) on a sample consisting of (327) teachers and mentors of social studies for the primary stage.

the results revealed the level of availability of twenty-first century skills, which came with a medium level of appreciation in the overall assessment of the questionnaire, while the skills varied between weak, neutral, and average for some skills, especially in digital culture skills.

twenty are due to factors (profession-experience-training courses), and a proposed vision was developed in the light of the results to include skills and how to apply them, and the research recommended focusing on twenty-first century skills in social studies curricula and paying attention to skills in an integrated and coherent manner and training teachers and learners to employ them, and I also recommended spreading the culture of century skills twenty one.