International Journal of research in Educational Sciences.

Education and Learning in the posthumanism Era

Mehany Mohamed Ibrahim Ghanaiem — Sun, 15 Dec 2024 00:00:00 +0000

As a result of successive industrial revolutions, digital transformation, and artificial intelligence, which include many and many tools resulting from this, and which still control humans. With the spread of education and the expansion of educational institutions, institutes, and universities, and the increase in entitlement to education at its levels and levels, the need for multiple and advanced methods and approaches has increased. This has resulted in the discovery of advanced technological methods and approaches and modern trends in distance education, e-learning, home education, educational platforms and other new methods, in addition to social networking sites, which have increased cohesion and communication between individuals and societies, whether negatively or positively, in various activities of human life. This has resulted in the discovery of advanced technological methods and approaches and modern trends in distance education, e-learning, home education, educational platforms and other new methods, in addition to social networking sites, which have increased cohesion and communication between individuals and societies, whether negatively or positively, in various activities of human life. With this development, future expectations indicate the subordination of man to God (and God may replace man) and this will lead to the impact of educational methods and learning styles in the post-human stage. The current article aims to identify the concept of post-humanity and transcending humanity, and the impact of human and social life on the developments of the stage and its expectations, and the reflections of this stage on educational and learning methods, human identity, and the preservation of human ethics and values.

Innovative Teaching Strategies for the Digital Generation

Saleh Mohammed Saleh — Sun, 15 Dec 2024 00:00:00 +0000

This article is part of a series introducing the Cross-Learning Strategy as one of the innovative teaching strategies for the digital generation. The aim of this article is to present the criteria for developing learning strategies in light of modern developments, especially after the COVID-19 pandemic brought about a significant shift in the education landscape. It highlights the advantages of these strategies and provides a definition of the Cross-Learning Strategy, its educational philosophy, the significance of cross-learning, the justifications for its use, its benefits, and the implementation of this strategy in teaching. The article also offers recommendations to overcome any difficulties or challenges that may arise during its execution.

The Effect of Applying Software Engineering Principles on Web-based E-learning platforms Development Process

Salem Msaoud Adrugi — Sun, 15 Dec 2024 00:00:00 +0000

Abstract

Recently, E-Learning had been concentrated all over the world to achieve better educational experience. In Libya, e-learning now, in the improvement phase, so that, e-learning platforms development should be focused. In this study, the effect of software-engineering application to the platforms based on web for the educational purposes. The Platform is implemented using HTML,CSS, PHP and JavaScript., by MYSQL, database is designed, based on Incremental-model, to investigate the effect of platform development based on software-Engineering on the performance of students. This would be implemented by analyzing data by SPSS, data would be collected form secondary school in Libya through a questionnaire, the number of study population was (20) students and (20) teachers. Results have presented that developing platform based on soft-engineering could improve the students' performance, however, other factors should be taken into consideration to develop the entire e-learning system and take advantage of the software-engineering application to develop e-learning platforms.

The Necessary Competencies For Sign Language Interpreters From The Perspective of Deaf University Students in Oman.

Mohammed khamis Alharbi, shereen abdelgawad ahmed — Sun, 15 Dec 2024 00:00:00 +0000

The current research aimed to identify the competencies required for sign language interpreters from the perspective of deaf university students. This was done to establish the standards that should be considered for sign language interpreters at the university level. The descriptive method was used for the research, and a questionnaire was applied as a research tool on a sample consisting of 44 male and female students enrolled in the university for the academic year 2024-2025 in the Sultanate of Oman. The research reached the following results: There are no statistically significant differences between the sample members attributable to the gender variable (male, female) in the competencies required for sign interpreters in university education for deaf students in the Sultanate of Oman, and there are statistically significant differences between the sample members attributable to the academic stage variable (foundation, specialization) in the competencies required for sign interpreters in university education for deaf students in the Sultanate of Oman, in favor of deaf students in the specialized stageTranslated with DeepL.com (free version). The research recommended the necessity for sign language interpreters to possess the professional, cognitive, and personal competencies required for the university stage, the need to conduct a training program for sign language interpreters before the start of the academic year to familiarize them with the courses offered to deaf students at the university, and to encourage sign language interpreters to pursue sustainable professional development to enhance their professional, cognitive, and personal competencies. The necessity of holding numerous meetings, seminars, and conferences to exchange experiences among sign language interpreters in various Arab countries.

An Intercultural Approach to English Language Teaching

ABDUL JABBAR — Sun, 15 Dec 2024 00:00:00 +0000

The teaching of English as a global language, therefore, becomes more than linguistic competence; it also involves comprehension and interaction with a plurality of cultural contexts through which English is used. This would mean that the approach to ELT is intercultural or integrates language learning into cultural awareness, making efforts to foster both linguistically appropriate and culturally sensitive communication. The paper is to be explored regarding how an intercultural approach to ELT will serve to bolster the students' understanding of global communication. It considers the impact of cultural knowledge on language use, the part played by the teacher in fostering intercultural competence, and the practical tactics involved in introducing cultural elements into a classroom-based English language programme. This is finally concluded with challenges and opportunities arising through this approach in modern teaching.

The interaction between the presenting of training activity style and the source of support in integrated training environments to develop the skills of using technological innovations and the level of technological acceptance of teachers during service.

Sun, 15 Dec 2024 00:00:00 +0000

This research aimed at examining the effect of the interaction between the pattern of providing training activity (distributed versus massed) and the source of support (trainer versus trainees) in the integrated training environments and its impact on developing the skills of using technological innovations for teachers during the service and their technological acceptance, which is related to the skills of using the interactive whiteboard and the PowerPoint presentation program. Independent variables were tow types of Presenting Pattern Training Activity via via Blended Training Environments and two Scaffolding Source, dependent variables were developing and Developing Technological Innovations Using Skills for Teachers and their Technology acceptance,The research included four experimental treatments, which were assigned to four groups. The results revealed: found the effectiveness of the (distributed) activity presentation pattern, regardless of the source of support, in , practical performance and the level of technological acceptance, and the effectiveness of the source of support (the trainees) regardless of the pattern of presenting the activity, in , practical performance and the level of technological acceptance, and the presence of an interaction between The pattern of providing the activity and the source of support on practical performance, and the level of technological acceptance; Where the best treatments came in favor of the third group, which was trained in the mode of providing activity (distributor) and source of support (trainees).

The Dark Tetrad, Moral Disengagement, Boredom Proneness and Cyberbullying for University Students "Relations and Intervention"

Sun, 15 Dec 2024 00:00:00 +0000

The research aimed to examine the correlations between cyberbullying and the dark tetrad, moral disengagement, and boredom proneness. And verifying the effectiveness of a selective counseling program in reducing the level of the dark tetrad of personality, moral disengagement, boredom proneness among university students. And the continuity of the effectiveness of the selective counseling program during the follow-up period. The basic sample consisted of (510) male and female students selected from the students of Al-Arish University, and the experimental and control sample consisted of (20) male and female students, whose ages ranged between (19-21) years, with an average time of (20.25), and a standard deviation of (0.722), and the following tests were applied: the cyberbullying scale prepared by: (Doane et al (2013), the dark tetrad scale prepared by: (Paulhus et al (2020), the Moral Disengagement scale prepared by Detert et al (2008) The Boredom Proneness (Struk et al (2017). The results of the research resulted positive, statistically significant relationships between the dimensions of cyberbullying and each of the Dark Tetrad, Moral Disengagement, and Boredom Proneness, and the effectiveness of selective counseling therapy in reducing psychopathy and sadism, distortion of consequences, useful comparison, and boredom proneness among members of the experimental group, and the continued effectiveness of Selective counseling program during the follow-up period.

Disparities in Final Examinations Performance between Science and Arts Subjects in Secondary Schools in Tanzania

Noel Julius Ntawigaya, Rose Ezekiel Saria — Sun, 15 Dec 2024 00:00:00 +0000

This study examines stream placement in secondary schools, focusing on student perceptions of subject difficulty, preferences, and factors influencing their comfort with science and arts subjects. Using mixed methods approach, the study adopted a convergent mixed methods research design and involved five randomly selected secondary schools. Stratified random sampling yielded 230 participants: 200 students (40 per school, equally divided between Form Three and Form Four) and 30 teachers (6 per school, equally representing both streams). Data collection included open-ended and closed-ended questions. The study highlights the role of Form Two National Examination results in stream placement, raising concerns about fairness, particularly when students perform similarly. It underscores the importance of aligning subject choices with students’ interests while emphasizing guidance from teachers and parents. The findings challenge the assumption that science subjects are inherently more difficult, showing that subject difficulty depends on motivation, teaching quality, and the learning environment. Recommendations include transparent stream placement processes that consider students’ career goals and interests, addressing disparities between public and private schools, improving resource allocation, providing counseling and support programs, dispelling myths about subject difficulty, and addressing gender stereotypes and parental pressures. These strategies aim to create an inclusive educational environment, fostering academic success and enhancing students’ future career opportunities.

Cognitive deconstruction and its relationship to the meaning of life and the Susceptibility to seduction among university students

Abdul Hamid Ashraf Al-Mahdi, Ali Mahmud Shoeib, Abdel Aal Hamed Ajwa — Sun, 15 Dec 2024 00:00:00 +0000

The current study aimed to reveal the nature of the relationship between cognitive deconstruction and each of: (the meaning of life and the susceptibility to temptation), and to reveal the students' levels in cognitive deconstruction and the differences between the sexes in cognitive deconstruction. The study sample consisted of (840) male and female students from the Faculty of Education, Menoufia University, from the second and fourth years, with (707) females and (118) males; Their ages ranged between (19-24) years, with an average age of (20.1) years and a standard deviation of (1.34) years in the academic year (2022-2023 AD). The researcher used the cognitive deconstruction scale prepared by the researcher and the meaning of life scale prepared by Al-Abyad (2010), and the researcher verified their psychometric properties. The results of the study showed that there were moderate levels of cognitive deconstruction among university students, that there were no statistically significant differences between the study sample due to the gender variable (males/females), and that there was a statistically significant negative relationship between cognitive deconstruction and the meaning of life. In light of this, some educational recommendations and research ideas were presented.

Book Review: PISA 2022 Results (Volume V): Learning Strategies and Attitudes for Life.

Hisham Barakat Hussein — Sun, 15 Dec 2024 00:00:00 +0000

This article includes a brief overview of PISA 2022 Results (Volume V): Learning Strategies and Attitudes for Life, where the report highlighted several key findings that reflect the state of education globally after the Corona pandemic. The report focused on the fact that lifelong learning, bridging social gaps, and promoting modern educational strategies are the key to improving the quality of education globally and preparing students to face the future. The article reviewed the general results of the report, the results of mathematics education, and the performance of students in the Emirates and Saudi Arabia. The article also presented some suggestions and recommendations for those interested and decision-makers to employ the results of the PISA 2022 report in developing education.