Metacognitive Awareness of STEM Education Among Gifted and Nongifted Teachers in Light of Some Demographics Variables

Abstract

Abstract The research aimed to know the level of metacognitive awareness among gifted and non-gifted teachers of the STEM approach in the Kingdom of Saudi Arabia, and to know the differences in the level of metacognitive awareness according to the variables of teacher category, gender, and specialization among gifted and non-gifted teachers. The research used the descriptive comparative method, and the research community consisted of teachers of gifted and non-gifted students for the year 2024/2025 A.D at all educational levels in the Riyadh Region Education Department and the Eastern Province in the Kingdom of Saudi Arabia. Selected the research sample consists of 229 male and female teachers which they were (54) gifted student teachers and (175) non-gifted student teachers from scientific and social specializations. The cognitive meta-awareness inventory was used for the STEM integrative approach. The results showed that the level of metacognitive awareness of the STEM trend among teachers of gifted students was high, while teachers of non-gifted students were average. Also the results showed that there were statiscally significant differences in total degree of metacognitive awareness of STEM trend among teachers of giftrd students and teachers of non- gifted students according to the variables of teacher category, gender, and specialization. As for the teacher category, it was for the teacher of gifted studens, and as for gender, it was in favor of males, and as for specialization, it was in favor of scientific subjects. In light of the research findings, it recommended preparing training programs and offering workshops to develop metacognitive awareness among teachers, especially teachers of non-gifted students, raising awareness among parents of the importance of metacognitive awareness, and preparing training programs for gifted and non-gifted students to develop their abilities to think beyond Cognitive, and encouraging STEM and STEAM experiences in schools for gifted and non-gifted students.