The Integration of international issues in Saudi social studies and citizenship books in the light of international education principles

Abstract

The study aimed to reveal the level to which the international issues are integrated into the books of Saudi public education social studies and citizenship in the light of the principles of international education, and to know the level of continuity and integration of these issues in the books, to build a range and sequence matrix of international issues through it. The study followed the descriptive and analytical method that used the content analysis card as a tool for study when the tool achieved the necessary validity and reliability characteristics. The data of this study has been processed using the SPSS statistical program according to a set of appropriate methods of descriptive and inferential statistics.

 The results of the study have come up with a list consisting of (143) international issues, distributed in (9) fields. The results of the content analysis revealed a sharp, unbalanced, and uneven decrease in the inclusion of international issues in the books of social studies and citizenship curricula, as inclusion was limited to (29) issues, and by a rate of (20%) in all fields of study. A wide disparity emerged between the areas of international issues in the level of sequence in those books, as they ranged between (1.25% - 36.57%), with a total sequence level (30%). There was also a lack of integration between the areas of international issues in these books, with a value (42) according to the Chi-squared test, which is a statistically insignificant value at the significance level of (0.5≥a). Accordingly, a model for the range and sequence matrix of international issues is designed in these books in light of the principles of international education. Depending on the results of the study, appropriate recommendations and suggistions were submitted.