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The study aimed to identify the effectiveness of the training program based on the theory of successful intelligence to develop some of the twenty-first century skills of in-service Arabic language teachers. The study sample consisted of fourteen male and female teachers, and the study tools and the educational subjects were a list of the twenty-first century skills, the twenty-first century skills scale, an observation card for teachers' performance in the skills of twenty-first century and a training program based on the theory of successful intelligence, and the descriptive analytical method and the experimental method which based on the semi-experimental design were used, and the study reached the effectiveness of the training program in developing the twenty-first century skills; the scores of the study group teachers increased in the post-application of the twenty-first century skills scale, and the observation card for their scores in the pre-application of the scale and the card as a whole. The teachers' scores in the study group also increased in the post-application of the twenty-first century skills scale in each main skill of the skills which are (digital culture skill, learning and creativity skills and life and profession skills) more than their scores in the pre-application of the scale, and the study recommended the need to include the twenty-first century skills in training program for Arabic language teachers, and to build these programs in the light of modern theories. [ABSTRACT FROM AUTHOR]

The Research Aimed to Determine the Educational Design of the Electronic Participatory Learning Environment to Develop the Creative Teaching Skills of the Research Group. Postgraduate Studies Department of Art Education, Faculty of Specific Education, South Valley University), The Quasi-Experimental Approach, the One-Group Experimental Design and the Tribal and Remote Application Were Used, and the Tools Included a Note Card for Creative Teaching Skills, and a Self-Efficacy Scale. Creative Teaching Skills in Favor of the Post Application, and there are Significant Differences for the Self-Efficacy Scale in the Two Applications "Pre-post" in Favor of the Post Application, Which Indicates the Effectiveness of Teaching on the YouTube Website and the Facebook Application in Developing Self-Efficacy in (the research group), and the Researcher Returns this Result to the Possibility of Using them Easily and They Are Freely Available to All, Producing and Storing Learners of Recorded Videos for Later Reference, and the Learners’ Acquisition of Knowledge and Skills of Creative Teaching in a Manner Interesting in Employing the Capabilities of (Facebook) and in Raising the Knowledge Content by the Researcher, and Providing Strong Support to Learners by Enhancing their Practices and Activities through their Colleagues or the Researcher by Commenting and Discussing the Video Links in the Research Group (Facebook) and Uploaded on YouTube, which Helped to Exchange Knowledge and Share their Experiences with Each Other, Solve some Teaching Problems, and Improve their Professional Performance and Self-Efficiencies. [ABSTRACT FROM AUTHOR]

The purpose of this working paper was to identify the concept of the digital age and technical and industrial secondary education and the twenty-first century skills of technical secondary education students in Egypt in the digital age, and recommendations and proposals to activate the development of the twenty-first century skills of technical secondary education students in Egypt in the digital age. The Cores topics of the working paper were as follows: The first Core: the concept of the digital age and industrial technical secondary education in Egypt The second Core: twenty-first century skills for technical secondary education students in Egypt in the digital age The third Core: recommendations and proposals to activate the development and skills of the twenty-first century for students of technical secondary education in Egypt in the digital age. [ABSTRACT FROM AUTHOR]

The present study aims to identify the effect of free reading in the development of In-depth reading skills and some skills of the twenty-first century teachers' students. The study sample was determined through the application of questionnaire on free reading on a group of (500) students of the first year at the Faculty of Education - University of Sadat City, Egypt. Two groups of students representing the research sample were selected as experimental group of (50) students who love free reading and practice in their lives periodically and regularly, and a control group of (50) students who do not like free reading and do not practice. A test of reading In-depth reading skills, scale twenty-first century skills. The results revealed that, there are significant differences (p≥0.01) between the mean scores of the experimental and control groups in the post application of the 21st century skills scale, also increase the impact of free reading in the development of In-depth reading skills and 21st century skills of teacher students. [ABSTRACT FROM AUTHOR]

The research aimed to uncover the effectiveness of a history-based program based on educational transformations in the management of knowledge economies, to develop the skills of the twenty-first century among students of the basic education stage, and to measure its impact in developing the tendency of students of the basic education stage towards the subject of history. The research group consisted of (50 ) A student of Othman bin Affan School and a test was prepared to measure the extent to which the pupils were able to study the skills of the twenty-first century and a measure to measure the effect of the program on their tendency towards the subject of history. Then the tools were applied in a dimensional way, and the research reached: There is a statistically significant difference at the level of significance 01.0 between the average grades of basic education stage pupils, in the test in the pre and post measurements, for the research group to measure the extent of their mastery of the skills of the twenty-first century, as well as the existence of a statistically significant difference at a level of significance between the average scores of students in the education stage The primary, in the scale in the pre and post measurements, for the research group to measure the effectiveness of using educational transformations in managing knowledge economies in developing the tendency of students of the basic education stageTowards history as a whole in favor of telemetry, which indicates the effectiveness of the program by using educational transformations in managing knowledge economies in developing the twenty-first century skills and its positive impact on their attitudes. [ABSTRACT FROM AUTHOR]

The current research aims to evaluate the teaching practices of mathematics teachers in middle school in light of the skills of the twenty first century. To achieve this, the current study will use the descriptive approach to study the study variables, and challenge a list of teaching practices in light of the twenty-first century skills that are appropriate for mathematics teachers at the intermediate level. A questionnaire will also be prepared in the areas of: teaching planning in light of the twenty-first century skills, managing classroom learning practices, implementing teaching in the light of twenty-first century skills, evaluating the performance of students and teachers in light of twenty-first century skills, and obstacles to developing teaching practices in light of twenty-first century skills. Twenty. The sample of the study consist of teachers and supervisors of mathematics at the intermediate level, and statistical methods will be used that are appropriate to the nature of the research. [ABSTRACT FROM AUTHOR]

The purpose of the current research is recognizing the effect of an electronic learning environment based on knowledge economy competencies on developing the twenty- first century skills of science student teachers in special education department (mental retardation). The research was applied on a sample of forty students. A set of research instruments and materials was designed to prepare the electronic learning environment. This set included a questionnaire to determine the experiences and the reality of educational sources and resources, the flow map and the scenario of electronic learning environment, a questionnaire of matching the environment to the design criteria, student guide, teacher`s guide, the electronic learning environment, and using of the steps of the educational design in terms of: analysis, design, production, utilization, and evaluation to prepare the electronic learning environment. The research instruments were prepared to include the cognitive aspect test, practical performance observation checklist, self- efficiency measures, and measures of the trend towards electronic environment. The experimental one- group approach was followed which includes the pre-administration of the research instruments, the treatment, and the post-administration of the research instruments on the research sample. The results showed that there are statistically significant differences between the mean scores of the experimental group students on the pre- and post-administrations of research instruments in favor of the post- administration. In other words, the electronic learning environment had a great effect on developing twenty- first century skills of the research sample of science student teachers in special education department at the faculty of education. A number of recomendations was re-commended. The most important recomendations are the necessity of linking between knowledge economy competencies and twenty first century skills as the competencies become important to prepare student teachers of special education department and its majors and the necessity of developing teacher preparation programs of special education department in the light of knowledge economy competencies. [ABSTRACT FROM AUTHOR]