Saudi Cultural Missions Theses & Dissertations
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Item Restricted EXAMINING SAUDI ARABIAN PRE-SERVICE TEACHERS’ PERSPECTIVES ON THEIR PREPAREDNESS TO ADDRESS 21ST CENTURY SKILLS AND SUPPORT PROGRAMS WITH THE PERSPECTIVES OF THEIR COURSE INSTRUCTORS(Kent State University, 2024-10) Almutairi, Rubaya; Courtney, ScottThis study’s purpose was to determine how well education colleges in Saudi Arabia prepare pre-service teachers to address 21st-century skills with their future students. The perceptions of college professors and pre-service teachers at several Saudi education colleges across the country were examined according to the methods of quantitative research and descriptive statistics. Data was obtained through a Likert scale survey consisting of 30 closed-ended questions regarding how well Saudi education colleges impart four 21st-century skills— computer literacy, research skills, critical thinking, soft skills—and two support programs—special education and English as a foreign language (EFL). The data was analyzed using pairwise t-test comparisons to discover which skills were most prioritized by professors and pre-service teachers. It was found that special education was perceived as requiring the most improvement, with EFL in second place and computer literacy in third place, followed by research skills. An extensive literature review was also conducted on the topic. Based on the findings, it is recommended that special education, EFL, computer literacy, and research skills receive the most focus during any future attempts to reform the Saudi education system, and that the input of Saudi pre-service teachers be consulted during any process of upgrading curriculum related to critical thinking, special education, research skills, and soft skills.19 0Item Restricted An Investigation into the Potential for Introducing Critical Thinking as a 21st-Century Skill into EFL College-Level Classrooms in Saudi Arabia(Saudi Digital Library, 2023-11-06) Alrimy, Tarneem; Troudi, SalahThis study investigates the integration of critical thinking (CT) skills in EFL college-level classrooms within the Technical and Vocational Training Corporation’s technical colleges, shedding light on the challenges faced by Saudi English teachers. Through the interpretive phenomenological paradigm, the research delves into the lived experiences of 10 participants, capturing the complexities and nuances of CT integration through semi- structured interviews as the primary data collection tool. The findings reveal a multifaceted landscape where participants emphasize the significance of targeted professional development and highlight the potential benefits of cultivating CT skills. This research uncovers the obstacles these educators navigate, encompassing linguistic barriers and time constraints. However, their proposed strategies offer insight into their creative problem-solving abilities. By addressing these challenges head-on, Saudi English teachers establish a dynamic educational environment that empowers students to engage actively and think critically. Their strategies also underscore a pivotal connection between language proficiency and CT, cultivating transformative learning spaces. In a broader context, the study contributes to the discourse on effective pedagogical practices, equipping educators and institutions with valuable insights for the seamless integration of CT skills. The implications of the study encompass not only enhancing communication and cognitive abilities but also adopting innovative pedagogical approaches, garnering institutional support for policy changes, and preparing students for workforce demands by prioritizing CT. Through these implications, the study contributes to the broader field of language education, offering guidance for future initiatives and advancing the preparation of students for the evolving challenges of the 21st century.27 0