International Journal of research in Educational Sciences.

A Proposed Model for Teacher Education: Rethinking the Future of the Next Generation.

Hisham Barakat Hussein — 2025-03-15

Future generations will encounter unprecedented and complex challenges across various dimensions of life, necessitating innovative approaches to education and teacher preparation. As key agents of societal transformation, teachers must be equipped with a forward-thinking educational paradigm that enables them to navigate and respond effectively to evolving economic, social, and technological landscapes. This study proposes a comprehensive framework for a teacher education model structured around three interrelated levels: input, processes, and outputs, with an integrated feedback mechanism ensuring continuous refinement. The input level comprises eight essential components: a clearly defined vision and mission, foundational educational values, core pillars of the model, specifications for future educators, professional teaching standards, pre-service preparation requirements, practical training strategies, and in-service professional development institutions. The second level, "processes," delineates the collaborative mechanisms among these institutions and provides an executive guide for the model's implementation. The third level, "outputs," focuses on the expected outcomes, emphasizing the development of highly competent teachers capable of fostering the next generation of learners. These educators will be equipped with advanced personal, professional, and specialized competencies, ensuring their effectiveness in diverse educational settings. Designed for adaptability, this model offers a flexible framework that can be contextualized and applied across various educational systems and environments. By integrating key components of teacher education with a dynamic and responsive structure, this study contributes to the ongoing discourse on enhancing teacher preparation for the challenges of the future.

Reliability and validity indices of the Cognitive Failure Scale (CFS) in an Egyptian-Saudi sample

Ali Mahmud Shoeib — 2025-03-15

This study evaluated the reliability and validity of the Cognitive Failure Scale (CFS) among university students in Egypt (Menoufia University) and Saudi Arabia (Umm Al-Qura University) to provide a culturally appropriate assessment tool for Arab contexts. The sample included 557 Egyptian students and 200 Saudi female students, who completed the scale via an online questionnaire. Statistical analyses assessed internal consistency (Cronbach’s alpha, split-half reliability) and construct validity(exploratory and confirmatory factor analysis).Results showed a convergence in the averages of cognitive failures between the two environments, with a high internal consistency (correlation coefficients significant at 0.01). Cronbach's alpha and split-half reliability values were 0.943 and 0.921 for the Egyptian environment, and 0.967 and 0.941 for the Saudi environment, confirming the reliability of the scale. Factor analysis revealed two factors in the Egyptian sample and three in the Saudi sample, indicating slight cultural variations. Confirmatory factor analysis supported the model’s fit, with acceptable goodness-of-fit indices. The findings demonstrate the CFS as a reliable and valid tool for assessing cognitive failures in Arab university students, suitable for exploring factors like stress, learning strategies, and academic performance. The study recommends educational and psychological interventions to reduce cognitive failures and enhance student outcomes.

Assessment of Mathematics Lessons for the Primary Stage in "Ien Droos" Educational Channel in the Light of Effective Teaching Practices Abstract

Gihan Abdulaziz albelehd — 2025-03-15

The study aimed to evaluate mathematics lessons for the elementary stage on the "Ain Droos" educational channel in light of effective teaching practices. It employed a descriptive methodology, both survey-based and content analysis-based. The sample consisted of 238 lessons presented on the channel. The study utilized two tools: a questionnaire for mathematics education experts, developed based on the effective teaching practices identified by the NCTM in the book Principles to Actions (2014), and a lesson evaluation checklist created in accordance with the questionnaire results, comprising 26 sub-practices. The study concluded that the evaluation of elementary mathematics lessons on the "Ain Doros" educational channel in light of effective teaching practices was rated highly, with an average score of 2.50. Five practices were rated highly, namely: "implementing tasks that promote reasoning and problem-solving," "building procedural fluency from conceptual understanding," "setting mathematics goals to focus learning," "posing purposeful questions," and "using and connecting mathematical representations," with respective averages of (2.95, 2.85, 2.71, 2.70, and 2.37) The practice of "supporting productive struggle" was rated moderately, with an average score of 2.28, while the practice of "facilitating mathematical discourse" was rated poorly, with an average score of 1.66. Based on these findings, the study offered several recommendations for the Ministry of Education, mathematics teachers, and their educational supervisors working on the channel. It also proposed a number of research suggestions related to the study's topic.

The degree of relative contribution of digital addiction to mental wandering among a sample of secondary school students

Omar Attallah Al-Adamat — 2025-03-15

The present study sought to assess the prevalence of digital addiction and mental wandering among secondary school students in Jordan, as well as to elucidate the extent to which digital addiction contributes to mental wandering. Additionally, it aimed to investigate potential differences in mental wandering levels based on gender and academic branch, as well as the interaction between these variables. The study sample comprised 308 male and female students from the second secondary grade. To fulfill the study's objectives, a digital addiction scale and a mental wandering scale were employed. The findings revealed that the level of digital addiction was moderate, while the level of mental wandering was elevated. Statistically significant differences were observed in total mental wandering levels attributed to gender, favoring males, and differences were noted according to academic branch, favoring the scientific branch. Furthermore, differences emerged from the interaction between gender and academic branch, again favoring male students in the scientific branch. The study's results also indicated that digital addiction accounted for 48% of the variance in mental wandering.

The Relative Contribution of the Quality of Friendship and Academic Hardness to Predict of Achievement Motivation among the Hashemite University Students

Ahmad Falah Al Alwan — 2025-03-15

Objectives: The current study aimed to identify the level of quality friendship, academic hardiness and achievement motivation among Hashemite University students. Also, this study aimed to identify the relative contribution of the quality of friendship and academic hardness topredict of achievement motivation.

Methods: the study adopted adescriptive correlation approach. Quality friendship, academic hardiness and academic motivation scales were used to collect data. The sample of study consisted of (451) students, who were chosen according to the stratified random method at the Hashemite University at the academic year (2022-2023).

Results:The results of the study showed that the level of quality of friendship and academic hardness were high, were as the level of achievement motivation was moderate.Finally, multiple regression analysis results showed that quality of friends and academic hardiness have significant contributed in predicting of academic achievement.

Conclusion:These results confirmed the role of quality of friendship and academic hardness in developing achievement motivation. Additionally, it recommends further research on other variables related to academic achievement.

Data Analysis Errors and Limitations in Educational Research

Mahmoud Ali Moussa — 2025-03-15

This study examines the statistical challenges faced by graduate students and faculty in educational and psychological research, employing a quantitative, cross-sectional survey design. Data was collected from 165 participants in Egyptian Colleges of Education using a newly developed 40-item questionnaire, which underwent expert review and reliability testing, with Cronbach's alpha coefficients ranging from 0.766 to 0.836. Findings indicate that IBM SPSS is the most popular statistical software, followed by STATA and R. Participants frequently reported issues such as the misuse of statistical methods, improper handling of missing data, over-reliance on significance testing without considering effect size, and inadequate interpretation of numerical results. The analysis also identified errors in assumptions related to parametric and non-parametric methods, which often led to misleading findings. Additionally, self-report biases and the tendency to omit study limitations were noted as critical factors affecting research integrity. Open-ended responses highlighted a reliance on statistical intermediaries due to limited expertise among researchers. The study underscores the need for enhanced statistical training and greater awareness of proper data management techniques in psychological and educational research, intending to improve research rigor and reliability. Survey, exploratory, and descriptive studies emerged as the most popular research types, reflecting a preference for observational and descriptive data over experimental designs.

Keywords: higher education, college readiness, data management, research reliability.

Reform the teaching Curriculum

Ashraf Bin Abdulkader Mouradi — 2025-03-15

Those who look at the reality of the teaching of the legitimate sciences, and in particular at the graduates of universities and legitimate institutes, notice a noticeable decline at various levels, especially at the level of the intellectual levels and the higher levels of the brain This is because the basic purpose of acquiring the sciences and studying the methods of their masters is not limited to the lower levels; I mean that the student graduates as a porter and a receptacle that memorizes The ultimate goal of studying any science is for it to become an established body in the student's soul, guiding his vision and influencing his thinking pattern, and in a more precise sense the acquisition of talent, meaning that the student reformulates his mind into a scientific formulation, and that the fruits of this talent are felt not only at the level of the science he researches, but also until he becomes functional in his life, and the first entry point to achieve this is the reform of teaching curricula.

The Level of Teaching Practices for Mathematics Teachers in the Primary Stage that Support the Mathematical Collaborative of their Students

Turki Fahad Altwem — 2025-03-15

The study aimed to identify the teaching practices that support mathematical collaborative among elementary school students, and then measure the level of these practices among mathematics teachers in elementary education. The study relied on a descriptive survey methodology to answer its questions, and two tools were prepared to achieve its objectives: a questionnaire directed to mathematics education experts to identify the teaching practices that mathematics teachers should implement to support mathematical collaborative among elementary school students, and an observation card for elementary school teachers to recognize the level of their teaching practices that support mathematical collaborative among elementary school students. The study population consisted of two categories: the first category included mathematics education experts, with a sample size of (21) experts, and the second category included mathematics teachers in elementary schools affiliated with the education administration in the city of Hail, with a sample size of (30) teachers. The study concluded that the study identified (18) teaching practices that mathematics teachers should implement to support students' mathematical sharing from (4) main axes. The study concluded that the level of teaching practices of mathematics teachers supporting mathematical sharing among elementary school students was generally low, with an average score of (1.59). Additionally, their practices in the first axis, "practices supporting students to share their mathematical ideas with others and clarify them," were at a medium level, with an average score of (1.86). In contrast, their practices in the other axes, "practices supporting students' interest in others' mathematical ideas and understanding them; practices supporting the evaluation of the validity of others' mathematical ideas; practices supporting productive responses to others' mathematical ideas," were at a low level, with average scores of (1.62, 1.49, 1.38) respectively. Based on these results, a set of recommendations was presented to the Ministry of Education, mathematics teachers, and their educational supervisors, along with several research proposals related to the study topic.

Keywords: Mathematical processes, Mathematical Practices, Mathematical Collaborative, Mathematical Collaboration, mathematics teachers

Effectiveness of Using Interactive Tools Via Personal Learning Environments on Developing Self-Regulated Skills and Learning Efficiency for Arish Faculty of Education Students

Mahmoud Rizk Mahmoud Elfaramawy — 2025-03-15

The current research aimed at studying the effectiveness of applying different patterns of interaction tools (synchronous, asynchronous, and synchronous and asynchronous together) based on the web to know its effectiveness on personal learning environments in developing self-regulated skills, cognitive achievement, and learning efficiency. The experimental design with one group (pretest-post-test) has been used, including one independent variable, which is the personal learning environment, with three patterns: the first is interaction tools (synchronous), the second is interaction tools (asynchronous), and the third is interaction tools (synchronous and asynchronous together), then the dependent variables, which include self-regulated skills for learning, cognitive achievement, and learning efficiency. The main tools for research are represented in measurement for self-regulated skills for learning. Achievement test. The research sample consisted of 90 students in their third year. The samples were distributed in three groups; each group consisted of 30 students. Unidirectional variance analysis (one-way ANOVA) was used, then using the "Tukey Method" to conduct multi-dimensional comparisons between equal groups, in the event of a functional difference between the groups, the results proved that the interaction tools (synchronous and asynchronous Together) were better than interaction tools (synchronous) and tools interaction (asynchronous) separately, regarding the development of Self-Regulated skills and cognitive achievement, which increases learning efficiency for learners. There is a statistically significant difference at the level of ( ≥ 0.05) between the means scores of experimental groups students in developing Self-Regulated skills for learning and cognitive achievement and learning efficiency, due to the main effect of the difference in using interaction tools patterns (synchronous / asynchronous / synchronous and asynchronous together) through personal learning arning environments. Available online for students of the third year, faculty of education—El-Arish in the course of using computers in education In favor of group interaction Tools (synchronous and asynchronous Together).

From the rulings of jurisprudential incidents related to food and medicine

Ahmed Abo El Kasem Ali Abo El Kasem — 2025-03-15

The current research aims to clarify the provisions of jurisprudential incidents related to food and medicine. The research included an introduction, two chapters, and a conclusion that included the most important results that I reached through the research and a list of the most important sources and references that I relied on while writing the research. The first chapter came under the title "Eating meat slaughtered in an illegal manner" and included two requirements: First, the definition of slaughtering linguistically and technically, the wisdom behind the legitimacy of slaughtering, the conditions of slaughtering, and the conditions of the slaughtering tool. Second: The image of the issue and the statement of its ruling. It came under the title "The ruling on eating foods and medicines that contain porcine gelatin in their preparation or manufacture." It included the definition of porcine gelatin, clarifying the disputed location in the issue, clarifying the reason for the disagreement, the image of the issue and its jurisprudential classification, and stating the statements of scholars on the issue. I used the analytical inductive method and the method of monitoring and tracking. Then I concluded the research with a conclusion that included the most important results that I reached from the incidents of foods and drinks: It is not permissible to eat meat slaughtered in an illegal manner. Absolutely unlawful slaughter, such as being hit on the head with a hammer or any sharp instrument or by any unlawful means. It is permissible to use enzymes or gelatins that are of pig origin, if they have been transformed into another substance that differs in characteristics and composition, even if it is pious to leave them. It is permissible to use medicines that contain pork derivatives in their composition, if they have been transformed into another substance when necessary.