proposed vision for secondary school policies in planning the career paths of its students in light of the Fourth Industrial Revolution

Abstract

The study aimed to enrich the educational literature by presenting a systematic review of the philosophy governing planning the professional paths of high school students in light of the Fourth Industrial Revolution, showing the impact of the Fourth Industrial Revolution on the professional paths of high school students, and presenting a package of mechanisms to support the general secondary school for its students in planning their professional paths. To achieve its goals, the study adopted a questionnaire that consisted of 21 statements that were sent to a sample of 307, with a population of 2,811. The study arrived at a set of policies that the secondary school should adopt to help its students plan future career paths, which were based on three axes: enhancing Self-building for students to achieve professional empowerment in the future, facilitating the requirements for obtaining future professions, and providing the necessary culture about future career paths and the variables affecting them. The study addressed the challenges faced by secondary schools in achieving these mechanisms, including the weak capacity of general secondary schools with their current resources. And its chronic problems in implementing all these procedures. The method of evaluation in the general secondary school leads to a weakening of interest in the professional paths of each student at the expense of interest in achieving the largest number of grades, as well as the separation of the curricula and teaching methods in the general secondary school from the local and global changes and the impact of the professions they have caused.