Journal Of Educational and Psychological Researches
Journal of Educational and Psychological Research (JEPR) An Official Quarterly Publication of the University of Baghdad Journal Identity Publisher:Educational and Psychological Research Center Affiliation:University of Baghdad, Iraq ISSN:1819-2068 (Print) | 2663-5879 (Online) DOI Prefix:52839 Contact: Al-Jadriya Campus, Baghdad, Iraq | P.O. Box 47046 +964 750 372 5675 | jperc@perc.uobaghdad.edu.iq www.jperc.uobaghdad.edu.iq Publication Details Frequency:Quarterly Access:Open Access (CC BY-NC 4.0 License) Indexing: - Iraqi Academic Scientific Journals - Google Scholar - ResearchGate
Educational and Psychological Research Center
The Impact of Shadow Techniques on Learning English as a Foreign Language
This action research examines the impact of Shadow techniques on learning English as a second language. The research utilizes pre-post tests for 70 Grade Seven students who were divided into two groups: a control group and an experimental group, to evaluate the benefit of using Shadow techniques on learning English. The findings show a clear improvement in the marks of the experimental group, which emphasizes the effective impact of Shadow techniques on teaching and learning English. In spite of the positive results of using Shadow techniques on teaching and learning English, there are some challenges, like the time and effort that teachers should put into designing these techniques, besides all the overload the teacher has in the field. The research ends up with a highlight on the sufficient role of Shadow techniques on enhancing the quality of learning English, a recognition of the limitations of using Shadow techniques and some suggestions for future research.
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Literacy Trends and Their Educational Drivers in the Middle East
The current research aims to examine the relationship between teacher availability, literacy gains, and complementary education indicators in nine middle eastern countries from 1990 to 2023, using harmonized data from the World Bank’s World Development Indicators. The panel covers literacy rates, pupil–teacher ratios, primary completion rates, tertiary enrollment, education spending shares, and internet penetration, with missing values interpolated only within internal gaps. The results showed that the correlation analysis reveals large cross-country differences. In the United Arab Emirates, reduced pupil–teacher ratios correlate strongly with higher literacy ( , ), while in Egypt, the link is negligible ( , ). Stronger associations often coincide with parallel gains in tertiary enrollment and digital access. Fixed-effects regressions show positive relationships between literacy and both tertiary enrollment and internet use, alongside a negative relationship with pupil–teacher ratios. Standardized effects highlight digital access and higher education as key drivers. A high within- indicates that much of the variation is explained by persistent national characteristics and shared temporal trends, rather than short-term shifts in single inputs. The results suggest that sustained literacy improvements are most likely when manageable class sizes are combined with expanded post-secondary opportunities and digital infrastructure. Isolated reforms, such as class-size reduction alone, are unlikely to produce rapid gains without broader systemic changes.
Complementary education indicators in middle eastern countries
The Quality of the School Climate from the Perspective of Secondary School Teachers
The aim of this research is to identify the quality of the school climate from the perspective of secondary school teachers. The researcher used the descriptive approach to achieve the objectives of the study. The main sample consisted of 300 teachers from secondary schools in Baghdad Governorate. The researcher developed a scale to measure the School Climate Quality of six domains. The results indicated that the school climate had a good level of quality. This reflects the success of school administration, educational programs, and curricular and extracurricular activities in enhancing students’ personal, social, and academic skills, as well as in creating a motivating and supportive learning environment.
The role of emotional intelligence in improving personal relationships among university students
This research aims to investigate the role of emotional intelligence in improving personal relationships among students at Tal Afar University. The researcher adopted a descriptive correlational approach, selecting a random sample of 227 male and female students from different colleges at Tal Afar University. A developed emotional intelligence scale of 23 items and a personal relationships scale of 15 items were used. The data were analyzed using the SPSS statistical package. The results showed a statistically significant positive correlation between emotional intelligence and personal relationships. It also showed that university students have an average level of emotional intelligence. There are statistically significant differences attributable to the gender variable in favor of females in the dimensions of empathy and social skills. The researcher recommends the need to develop training programs to develop emotional intelligence among university students and to integrate emotional intelligence skills into academic curricula. He also suggests conducting further research on the impact of emotional intelligence on other aspects of academic and professional life.
The Impact of Artificial Intelligence on Adolescent Learning Skills
The current research aims to analyze the structural impact of artificial intelligence applications (ChatGPT, smart summarization tools, and smart translation tools) on the learning skills of secondary school students. The research employed a descriptive-analytical approach with a quantitative focus, utilizing structural equation modeling (SEM) to test causal relationships between variables. A sample of 192 male and female students was randomly selected from secondary schools in Baghdad Governorate during the 2024–2025 academic year. A questionnaire consisting of 42 items, distributed across seven dimensions, was developed by the researcher, including three dimensions for artificial intelligence applications and four for learning skills (reading, listening, critical thinking, and problem-solving). The structural model revealed statistically significant positive effects of AI applications on learning skills, ranging from 12.6% to 17% of the variance across the four skills. Bootstrapping results showed that smart summarization tools have the greatest impact on critical thinking and problem-solving skills, while smart translation has the highest impact on listening skills. ChatGPT has a moderately positive effect on most skills. These findings suggest that AI applications are supportive cognitive tools that contribute to enhancing higher-order skills in adolescents when used within a structured educational framework. The researcher recommends integrating these applications into targeted educational policies that promote the critical and responsible use of AI in the school environment.
Sleep Quality and Its Relationship to Academic Performance among Students in Baghdad University Hostels
The current research aims to identify students' sleep quality in Baghdad university hostels, their academic performance, the relationship between sleep quality and academic performance, and differences in sleep quality and academic performance by gender. To achieve these objectives, the sleep quality scale developed by Yi (2006) and his colleagues (translated into Arabic) was administered to a random sample of 100 students residing in hostels at the University of Baghdad, 62 males and 38 females, in addition to the academic performance scale developed by researcher Israa Hussein based on the scale developed by Al-Maamouri (2018). After statistically analyzing the data using the independent samples t-test, Pearson's correlation coefficient, and Cronbach's alpha for reliability, the researchers concluded that the sleep quality of the research sample was higher than the hypothetical level of the scale. It was also found that there is a high level of academic performance among students in the hostels at the University of Baghdad. The relationship between sleep quality and academic performance is not statistically significant, indicating no statistically significant correlation between the two variables in the sample. Finally, there are no statistically significant differences in sleep quality or academic performance in terms of gender. This result indicates that males and females in the university residential environment are subject to similar conditions in terms of lifestyle, academic requirements, and time management.
The Impact of Game-Based Learning Strategies on Developing Holy Quran and Hadith Memorization Skills among First-Grade Primary Students
The research aims to investigate the effect of using interactive educational strategies on developing the skill of memorizing the Holy Qur’an and Hadith among first-grade students at Al-Ma’arifah Basic Education School in Dhofar Governorate, Sultanate of Oman. The research adopted the quasi-experimental method with a one-group pretest-posttest design. The research sample consisted of (30) male and female students from the first grade (Class 3). To achieve the research objectives, interactive strategies were employed through physical and challenge-based games, such as the puzzle game and the ball game, in addition to educational electronic games, including “Treasure Hunt” and “Overcome the Obstacles." A test was designed to measure students’ memorization of the assigned Qur’anic surahs and Hadiths, which was administered before and after the intervention. The results were then statistically analyzed. Findings revealed statistically significant differences in favor of the posttest, indicating the effectiveness of interactive activities in improving the memorization skills of the Qur’an and Hadith among first-grade students. In light of these results, the researcher recommended the implementation of interactive (Kinesthetic–electronic) strategies in Qur’an memorization sessions, training teachers to use them effectively, and providing supportive programs for students with learning difficulties.
The Factorial Structure of the Risk Perception Scale Using Exploratory and Confirmatory Factor Analysis
This research aims to examine the factor structure of a risk perception scale among university students in the Iraqi context using two factor analysis methods (exploratory and confirmatory). To achieve this objective, the researcher developed the risk perception scale based on scientific and methodological procedures and steps. The scale was administered to a sample of 500 male and female students from the University of Ibn Sina University of Medical and Pharmaceutical Sciences during the first semester of the 2025-2026 academic year. Using a stratified random sampling method, the researcher then used the SPSS program to conduct an exploratory factor analysis using the principal component method in order to determine the factor structure of the risk perception scale. The results of the exploratory factor analysis were subjected to a confirmatory factor analysis using the extreme probability method using the AMOS program. The research results showed the existence of six factors in the risk perception scale, namely, security risks, health risks, social risks, cultural risks, environmental risks, and economic risks, which were identified, and the results of the confirmatory factor analysis confirmed these six factors. Based on the research findings, the researcher came up with a set of conclusions, recommendations, and suggestions.
Confirmation Bias and Its Relation to Social Identification among Students at the University of Baghdad
Confirmation bias is a cognitive bias that explains why humans are irrational and prone to error. It derives part of their self-concept from their affiliation with social groups, categorizing themselves and others into "inner groups" and "outer groups." This leads to a preference for the inner group to boost self-esteem and achieve a sense of belonging and distinction, a phenomenon known as social identification. The current research aims to identify confirmation bias and social identification among university students in terms of gender and academic specialization (scientific-humanities), in addition to the relationship between confirmation bias and social identification. 300 male and female students were selected randomly from Baghdad University. The researcher developed two instruments: the first instrument consisted of 21 items measuring confirmation bias, and the second instrument consisted of 27 items measuring social identification. The results showed that the research sample exhibits a high degree of confirmation bias and social identification, statistically significant at the 0.05 level. There are no statistically significant differences in confirmation bias and social identification in terms of gender and specialization. Finally, a statistically significant positive correlation was found between confirmation bias and social identification. The research concluded with a set of several recommendations and suggestions.
The Evolution of Deterrence Principles: A Socio-Psychological Approach
The research aims to provide an analytical reading of the evolution of deterrence principles through a socio-psychological approach. It is grounded in the hypothesis that deterrence can no longer be interpreted exclusively through the logic of balancing military capabilities; rather, it should be understood as an interactive process shaped within a social and political environment, with outcomes ultimately determined in the cognitive–perceptual domain of both adversaries and domestic audiences. The research further posits that the evolution of deterrence principles has been closely associated with the growing significance of non-material variables, such as legitimacy and societal cohesion in converting capability into credibility, and credibility into a constraining conviction that discourages hostile behavior. Thus, the research aims to refine the concept of deterrence and to identify the conditions for its effectiveness, particularly the clarity of objectives and red lines, the adversary’s perception of capability and resolve, the presence of credibility, and the effectiveness of strategic communication. It also traces the transformations, classifications, and intellectual “waves” of deterrence thought. The analysis highlights that identity, legitimacy, cohesion, and mobilization constitute non-material deterrent resources that enhance resilience and support political will. At the same time, the psychological dimension explains the role of mental image, reputation, and misperception in the success or failure of deterrence, including the risks of miscalculation and unintended escalation. Methodologically, the research adopted a deductive approach supported by a descriptive–analytical method in presenting key concepts and unpacking the relationships among them, concluded that effective deterrence requires an integration of material power with non-material resources.
Digital fitness among public primary school students and their private peers (a comparative study)
The current research aims to identify the digital fitness among primary school students in public and private schools in terms of gender and type of school (public and private). The researcher used the descriptive comparative approach. A sample of 200 male and female students was selected randomly with proportional distribution from public and private schools affiliated with the General Directorate of Education in Baghdad, Rusafa I, representing 60% of the original community. To achieve the research objectives, the researcher developed a scale to measure the digital fitness scale. The results showed that public school students lack digital fitness. This may be due to their lack of a set of digital skills, knowledge, and behaviors that enable them to use technology responsibly and safely. This is in contrast to private school students, who are exposed to a level of digital fitness. There are no statistically significant differences in digital fitness in terms of gender in public schools. This is in contrast to the statistically significant differences found among private school students, which were in favor of females. There are statistically significant differences in digital fitness according to the school type (government, private) in favor of private schools. This may indicate that private schools are keen to ensure their students keep pace with the changes and developments in technology. Finally, the researcher came up with a set of recommendations and suggestions.
The Extent to which Life Skills Teachers Possess E-Learning Competencies from their Point of View in Schools in Dhofar Governorate
This research aims to investigate the extent to which life skills teachers in Dhofar Governorate schools possess e-learning competencies from their own perspectives during the academic year 2023-2024. To achieve the research objectives, a descriptive methodology was employed. The research population consisted of 88 male and female teachers. The research instrument consisted of a questionnaire developed in light of relevant educational literature and previous studies. In its final form, the instrument comprised 28 items distributed over four main domains: computer literacy competencies, internet usage competencies, computer integration in the teaching process, and e-learning platform management competencies. The results revealed that the participants' responses regarding their possession of e-learning competencies were at a "high" degree, with a mean score of 3.83. Furthermore, the results indicated no statistically significant differences at the significance level α ≤0.05 in the level of e-learning competency possession among life skills teachers in Salalah in terms of gender. Based on these findings, the researcher recommends the necessity of designing and implementing continuous training programs for teachers to keep pace with technological advancements, as well as benefiting from successful global experiences and models in implementing e-learning and developing its various competencies.
The Effect of Traumatic Experience Retrieval on Wishful Thinking in a Sample of University Students with Post-Traumatic Stress Disorder
The current research aims to investigate the effect of traumatic experience retrieval on wishful thinking among a sample of University of Anbar students diagnosed with Post-Traumatic Stress Disorder (PTSD). To achieve the research aims, the researchers adopted a quasi-experimental design, utilizing two measurement tools: the PTSD Checklist for DSM-5 (PCL-5) and a wishful thinking scale constructed and validated by the researchers. A sample of 301 male and female students who had experienced traumatic events related to the loss of a close person, such as a parent or relative, was selected. Of these, 90 were diagnosed with varying levels of PTSD (full, partial, or no PTSD). Using random sampling, 30 students were selected and divided into three experimental groups (representing the different PTSD levels) and exposed to an experimental situation designed to trigger traumatic memory retrieval through videos depicting sudden loss narratives. Wishful thinking levels were measured pre- and post-exposure. The results indicated that 17.9% of the sample had a high level of PTSD and 14.62% exhibited a high level of wishful thinking, with a positive correlation between the two variables. The results also showed statistically significant differences in wishful thinking levels among the three groups (full, partial, and no PTSD), favoring the group with severe traumatic experience (full PTSD). Furthermore, the findings revealed that traumatic experience retrieval (the experimental exposure) led to a statistically significant increase in wishful thinking among the partial PTSD group. Additionally, a significant decrease in wishful thinking was observed in the full PTSD group, which the researchers interpret as possibly reflecting an exhaustion of the defensive mechanism or an initial shift in thinking patterns. Finally, the results indicated no significant change in wishful thinking levels in the group without PTSD, confirming that the change is linked to the traumatic experience itself rather than the experimental stimulus.
The Level of Reading Comprehension Skills among Fourth-Grade Students from the Perspective of First-Field Teachers in Dhofar Governorate
هدفت الدراسة الحالية إلى بيان درجة امتلاك مهارات فهم المقروء لدى تلاميذ الصف الرابع الأساسي من وجهة نظر معلمات مجال أول بمحافظة ظفار، ولتحقيق أهداف الدراسة تم استخدام المنهج الوصفي على عينة من معلمات مجال أول في محافظة ظفار بلغت (50) معلمة من مختلف ولايات المحافظة، واستخدمت الدراسة أداة الاستبانة الإلكترونية التي تم بناؤها لتتكون من 4 مهارات من الفهم المقروء، فتكونت مهارة الفهم الحرفي من (7) عبارات، ومهارة الفهم الاستنتاجي من (5) عبارات، ومهارة الفهم الناقد من (4) عبارات، أما الفهم الإبداعي (7) عبارات. وتوصلت الدراسة إلى امتلاك التلاميذ مهارات فهم المقروء بدرجة كبيرة من وجهة نظر معلمات مجال أول. وأوصت الدراسة بالاستمرار في تطوير مناهج اللغة العربية، التي تحتوي على نصوص القراءة المتضمنة لمهارات فهم المقروء، خاصة مهارة فهم الناقد ومهارة فهم الإبداعي، وإعداد برامج تدريبية لمعلمات مجال أول تختص في الاستراتيجيات التي تنمي مهارات فهم المقروء لدى تلاميذ المرحلة الأساسية، بالإضافة إلى تقويم مستوى التلاميذ بشكل دوري، لمعرفة درجة امتلاكهم لمهارات فهم المقروء، من خلال الاختبارات المقننة، وبطاقات الملاحظة.
Digital Leadership and Its Relationship to the Quality of Career Life of Teachers in Government Schools in the Sultanate of Oman
The present research aims to identify the degree to which school principals practice digital leadership and to examine its relationship with the quality of work life among teachers in public schools in the Sultanate of Oman in terms of gender, academic qualification, years of experience, and educational governorate. To achieve these objectives, a correlational descriptive methodology was adopted. A questionnaire consisting of 66 items was developed, distributed into two domains: the digital leadership domain 36 items and the quality of work life domain 30 items. After verifying the instrument’s validity and reliability, it was administered to a sample of 406 male and female teachers working in public schools across the governorates of Muscat, Al-Dhahirah, and Al-Dakhiliyah in the Sultanate of Oman. The findings revealed that the degree of digital leadership practice among public-school principals in Oman, from the teachers’ perspective, was generally high overall domains. The ranking of the dimensions, according to the highest mean scores, was as follows: knowledge management, followed by digital citizenship, innovation, persuasion, risk-taking, and finally decision-making. The results further indicated that teachers’ perceived level of quality of work life in public schools was also generally high. The dimensions were ranked according to the highest mean scores as follows: human relations, leadership style, job satisfaction, and organizational work environment, each at a high level, while the compensation and incentives dimension scored at a moderate level. The research concludes that there is a statistically significant positive correlation between all dimensions of digital leadership and all dimensions of quality of work life, with correlation strengths ranging from weak to moderate.
The Role of Female School Principals in Activating E-learning from the Perspective of the Primary Teachers in Wilayat Saham Sultanate of Oman
This research aims to investigate the role of school principals in activating e-learning in primary schools in the Wilayat of Saham from the teachers' perspective. Researchers adopted a descriptive methodology and used a questionnaire as the data collection instrument. The questionnaire comprised 39 items distributed into four domains and was administered to a sample of 265 primary school teachers in the Wilayat of Saham, selected using stratified random sampling in the academic year 2021/2022. Statistical analysis revealed that the overall mean score for school principals in activating e-learning in primary schools in the Wilayat of Saham was 3.11, indicating a moderate level of participation. Specifically, the mean score for "Support for Educational Administration" was 4.96, indicating a high level of participation. The mean score for the "Strategic Planning" was 2.09, indicating a moderate level of participation. The mean score for "Infrastructure Readiness" was 2.56, indicating a low level of participation. Finally, the mean score for the "Meeting Training Needs" was 4.01, indicating a high level of participation. There were no statistically significant differences at α≤0.05 in the research sample's assessments of the role of school principals in activating e-learning in primary schools in the Wilayat of Saham attributable to the variables of years of experience and academic qualifications. A set of recommendations was formulated, including improving the infrastructure and technical and technological equipment in government schools, encouraging and coordinating with telecommunications networks to provide wireless internet services to all regions of the Sultanate, and planning for e-learning at all levels, in cooperation between school administration and teachers.
The Balance between Woman Employment and Family Rights: An Analytical Study from an Islamic Educational Perspective
This current research aims to analyze the issue of balancing women’s employment and family rights from an Islamic educational perspective by exploring the educational principles that regulate women’s work, identifying the areas of imbalance that arise when professional responsibilities conflict with their essential educational role within the family, and proposing educational recommendations that support working women and promote family stability. To achieve these objectives, the research adopted the descriptive-analytical method, which involves examining Islamic educational sources and contemporary studies related to the subject, analyzing their content, and deriving relevant implications. The study population consisted of classical and modern educational and religious literature addressing family and women’s work, while the sample included selected sources that most directly relate to the research topic. The results of the first research question indicated that Islamic educational principles regulate women’s participation in work within a framework based on complementarity between spouses, adherence to Islamic guidelines, and preservation of the mother’s essential educational functions within the family. Women’s work becomes positive and constructive when practiced in harmony with these principles, without undermining their role in caregiving and guidance. Regarding the second question, the findings showed that the absence of balance between work and family responsibilities leads to several educational consequences, including weakened daily supervision of children, reduced emotional and psychological stability, disrupted transmission of values within the family, and lower academic follow-up. Social consequences also emerged, such as weakened family communication, increased psychological pressure on the mother, widened emotional gaps within the family, and disrupted distribution of household roles—all of which threaten family stability and its social function. For the third question, the study highlighted a set of educational proposals that can help address these challenges. These include promoting a culture of partnership and shared responsibilities between spouses, organizing time according to clear educational priorities, maintaining continuous family communication to compensate for periods of absence, ensuring reliable educational alternatives during the mother’s working hours, and considering children’s developmental stages when choosing the nature of employment. The results also emphasized the importance of institutional support for flexible work arrangements that accommodate family needs, as well as strengthening educational awareness among women and families regarding the importance of balance. In light of these findings, the study recommends adopting genuine partnership within the family in raising children and managing household responsibilities, implementing guidance programs to help working women manage their time and fulfill their educational priorities, and encouraging institutions to adopt family-friendly policies such as flexible working hours and on-site childcare. The study also recommends raising societal awareness of the importance of achieving balance between work and family as a fundamental element of family stability and a core objective of Islamic education.
E-Learning in Universities During the COVID-19 Pandemic and the Present Time: A Comparative Study
This research aims to explore the development of e-learning in universities across three consecutive phases: emergency response (2019–2020), institutional adaptation (2021–2023), and digital sustainability (2024–2025). It adopts a mixed-methods design that integrates a literature review with a quantitative survey of 168 faculty members at Northern Border University and a qualitative analysis of open-ended responses and semi-structured interviews. The findings showed that perceptions of the overall e-learning system were slightly above average (M=3.24), whereas assessment efficiency (M=2.50) and student interaction (M=2.84) fell below the midpoint. In contrast, perceived technical and human challenges recorded the highest mean (M=3.54), indicating persistent constraints on effective implementation. Correlation results revealed a coherent relational structure, with the e-learning system significantly associated with assessment efficiency (r=0.620), student interaction (r=0.684), and challenges (r=0.508). The strongest association emerged between assessment efficiency and student interaction (r=0.835), suggesting that strengthening assessment practices is closely linked to improving engagement. Qualitative evidence further indicated that faculty members support the continuation of e-learning primarily through blended learning, provided that academic integrity mechanisms in assessment are enhanced, active interaction strategies are embedded, accessibility for students with disabilities is improved, and digital health considerations are addressed. Overall, the research argues that moving from crisis-driven delivery to sustainable blended learning requires an integrated reform approach that aligns infrastructure development with capacity building and the redesign of assessment and interaction as core quality drivers in Saudi higher education.
Parental Treatment Styles and Their Relationship with Attachment Styles among a Sample of Adolescent Girls in the City of Jeddah
This research aims to examines the relationship between parental treatment styles and attachment styles among adolescent girls in Jeddah. A descriptive correlational design was employed. The sample consisted of 366 female students from intermediate and secondary schools. Two scales were used to collect data: Parental Treatment Styles Scale developed by Buri (1991) and translated by Al-Badareen and Ghaith (2013), the Attachment Styles Scale developed by Al-Qusayer and Al-Rebdi (2023). The results showed a positive correlation between both permissive and democratic parental styles and secure attachment, whereas a negative correlation with insecure attachment styles. In contrast, the authoritarian parental style was positively associated with insecure attachment styles and negatively associated with secure attachment. The democratic parental style was the most prevalent, while secure attachment was the most common attachment style. The research recommends enhancing parental awareness of democratic parenting practices to promote secure attachment among adolescent girls.
The Reality of Applying Institutional Entrepreneurship in Human Resource Development in The Ministry of Education in the Sultanate of Oman
The present research aims to examine the extent to which institutional entrepreneurship is implemented in human resources development at the Ministry of Education in the Sultanate of Oman. It also seeks to identify the requirements and obstacles associated with the application of institutional entrepreneurship. The research adopted a descriptive survey design and utilized a questionnaire as the primary data collection tool. The instrument consisted of 61 items distributed across three axes and was administered to a sample of 85 employees drawn from four directorates at the General Office of the Ministry of Education. The findings revealed that the level of implementation of institutional entrepreneurship in human resources development was moderate. Moreover, the results indicated that the availability of the requirements for implementation was low, while the obstacles to application were high.
Satisfaction with the Academic Specialization among Kindergarten Students
The university education stage is considered the gateway to the future for students. Therefore, it is important that students are satisfied with their academic specialization to enable them to integrate academically at the university. Thus, the current research aims to measure satisfaction with the academic specialization among students in the department of kindergarten in terms of academic year, social status, and specialization (literary, scientific) in the high school. To achieve these objectives, the researcher developed a scale to measure satisfaction with the academic specialization, which was applied to a sample of 250 students who were selected randomly from the department of kindergarten at the College of Education for Women, University of Baghdad. The validity and reliability of the scale were confirmed by presenting it to a group of experts and specialists in educational and psychological sciences, as well as in kindergarten education. The statistical software (SPSS) was used to calculate the statistical analysis (t-test, analysis of variance, Cronbach's alpha, mean, standard deviation, and Pearson correlation coefficient). The results showed that there is a high level of satisfaction with the academic specialization among students in the department of kindergarten. There is no significant difference in the level of satisfaction over the four academic years. There is no significant difference in the level of satisfaction based on the variable of high school specialization (scientific vs. literary). There is no significant difference in the level of satisfaction based on the variable of social status. The researcher recommends focusing on scientific subjects over the four years of the department of kindergarten, especially in the first year, supporting various educational, cultural, and artistic activities, as they significantly contribute to students' sense of the importance of the kindergarten department. In light of these recommendations, the researcher suggests conducting a study on satisfaction with the academic specialization and its relation to the parents' academic achievement. Conducting a study on satisfaction with the academic specialization in relation to self-esteem. The study should also explore the relationship between satisfaction with the academic specialization and other variables, including positive thinking.
The Barriers to the Transformation of Yemeni Universities into Smart Universities
The research aims to identify the barriers to the transforming process of Yemeni universities into smart universities. To achieve the research objectives, the researcher employed a descriptive survey method. A questionnaire of 44 items was administered to a purposive sample of 22 experts in Yemeni universities. following the Delphi method. Appropriate statistical methods were used. The results showed that the barriers to the transformation of Yemeni universities into smart universities are very high, with an overall mean score of 4.24. Based on the average values of the fields, they were ranked in descending order as follows: the field of educational programs and content, followed by the field of modern technologies, then the field of organizational structure, the field of finance, and finally the field of university administration. The research came out with several recommendations and suggestions.
Obstacles to the transition the smart university
The Role of Sustainable Development in Developing the Professional Competencies of Arabic Language Teachers
The current study aims to investigate the role of sustainable development in enhancing the professional competencies of Arabic language teachers at the elementary level in Babil Governorate. To achieve this objective, the researcher adopted the descriptive method. Two survey instruments were developed to measure the study's variables: the first to assess sustainable development and the second to evaluate the professional competencies of Arabic language teachers. The final version of the sustainable development instrument comprised 28 items distributed into three main domains: environmental (12 items), economic (8 items), and educational (8 items). The professional competencies instrument included 30 items categorized into four domains: cognitive competencies (7 items), performance competencies (10 items), affective competencies (8 items), and productive competencies (5 items). The psychometric properties of both instruments were verified through expert review and evaluated by a specialized jury. Validity, reliability, and discrimination indices were calculated using appropriate statistical tests. The instruments were administered to a stratified random sample of 430 male and female teachers selected from the Babil Directorate of Education, specifically from the Al-Mahawil Education Department. The sample included schools from urban centers, villages, and rural areas. The total population of the study consisted of 5,943 Arabic language teachers in Babil Governorate for the academic year (2024–2025). Data were analyzed using the SPSS software, where means and standard deviations were computed. A t-test was employed to examine gender differences, and analysis of variance (ANOVA) was used to assess the impact of years of service. The results revealed a positive correlation between sustainable development and professional competencies.
The Reality of Physics Teachers' Use of Formative Assessment Tools in Dhofar Governorate from the Perspective of senior Teachers and Educational Supervisors
This research aims to explore the reality of physics teachers’ use of formative assessment tools in Dhofar Governorate from the perspectives of senior teachers and educational supervisors. It also sought to identify differences in the mean scores of participants’ responses regarding the extent of use, based on the variables of job role and gender. To achieve these objectives, the descriptive-analytical method was employed, as it is most suitable for describing phenomena without delving into causal relationships. A questionnaire was developed, consisting of six main domains with 24 items. The research was applied to a sample of 53 participants, including 22 educational supervisors and 31 senior teachers affiliated with the schools of Salalah. According to the statistics obtained from the Department of Statistics and Information at the Directorate General of Education in Dhofar for the academic year 2023–2024. The results revealed that the average of senior teachers regarding the use of formative assessment tools was 3.67, indicating a high level of use, while the average of educational supervisors was 2.98, indicating a moderate level. Oral questioning emerged as the most frequently used formative assessment tool, followed by written questions and homework assignments, whereas project-based assessment was the least used. The findings also indicated significant differences regarding participants’ responses based on job role. There are no significant differences based on gender. The research recommended training teachers in the effective use of formative assessment tools and raising their awareness of the importance and advantages of written assessment tools in evaluating students’ understanding, as they are more effective than oral questioning.
Obstacles to the Employment of Distance Education among Social Studies Teachers in Schools of Dhofar Governorate from the Perspective of Teachers and Suggestions for Improvement
This research aims to identify the obstacles to distance education for the second-cycle students in Dhofar Governorate from the social studies teachers' perspectives. The research sample consisted of 25 male and female teachers who were selected randomly from public schools affiliated with the Ministry of Education. To achieve the objectives of the research, the descriptive approach was employed, where the questionnaire was used to collect quantitative data. It was directed to social studies teachers in the second cycle and consisted of 31 items. The questionnaire was divided into several domains, including obstacles to implementing distance learning related to the teacher, the student, the educational content, and distance learning tools, in addition to a section for suggestions to improve the implementation of distance learning in schools. The results showed that the obstacles to distance education for students of the second cycle from the point of view of their teachers were high in general. There are no statistically significant differences regarding the obstacles of distance education for students of the second cycle of basic education from their teachers’ perspectives in terms of gender and years of experience.
Reasons for the Reluctance of Tenth-Grade Female Students in Dhofar Governorate to Choose Pure Mathematics
The research aims to identify the reasons for tenth-grade female students' reluctance to choose pure mathematics in Dhofar Governorate. The researcher adopted the descriptive approach by designing a questionnaire that included 25 items distributed into four domains, namely, reasons related to the female students, reasons for reluctance, reasons related to the mathematics subject, reasons related to the mathematics teacher, and reasons related to the family. The questionnaire was administered to 161 tenth-grade female students at Manbaa Al-Hikma School. The data were analyzed statistically using the SPSS software (mean, standard deviation, and correlation coefficient). The results of the research showed that students' responses to reasons for reluctance related to mathematics received the highest response average recorded 3.985. The reasons for student-related attrition came in second, with a mean score of 3.494, followed by reasons for attrition related to the mathematics teacher, with a mean score of 2.902, and finally, reasons for family-related attrition, with a mean score of 2.056. The results also revealed that there are statistically significant differences at the level of 0.05 between the students' responses to the questionnaire attributed to the variables of the student and the subject. There are no statistically significant differences at the level of 0.05 attributed to the variables of the teacher and the family. The research recommended analyzing the content of pure mathematics curricula by specialists in the educational and scientific fields, re-planning and designing them in line with scientific development and the levels of the students, urging vocational guidance teachers to intensify guidance courses for tenth-grade female students, and increasing their awareness of the labor market requirements related to mathematics.
Factors Contributing to Spelling Weakness Among Basic Stage Students from the Teachers' Perspective) An Analytical Field Study (
The problem of spelling weakness is one of the most prominent challenges facing the educational process in the primary stage, as it negatively affects students' academic achievement and self-confidence. The current research aims to identify the causes of spelling weakness among primary school students from teachers' perspectives, as well as to identify the most common and influential of these causes. The researcher adopted the descriptive-analytical approach. A sample of 120 male and female Arabic language teachers in public schools was selected randomly. To achieve these objectives, a questionnaire consisting of 35 items distributed over seven main domains was developed: causes related to the teacher, causes related to the learner, causes related to the curriculum, causes related to teaching methods, causes related to the school environment, causes related to the family, and causes related to the nature of the Arabic language. The validity and reliability of the instrument were verified using Cronbach's alpha coefficient (α = 0.92). The results showed that the most influential causes of spelling weakness were weak reading skills among students (mean = 4.65), the lack of training and practice (4.58), the lack of family follow-up (4.52), spelling rule difficulty (4.48), and curriculum density (4.42). The results also showed there are no statistically significant differences at the level of (α ≤ 0.05) in teachers' estimates attributed to gender, years of experience, or educational qualification. In light of these findings, the study recommended the necessity of developing specialized remedial programs for students suffering from spelling weakness, training teachers in modern teaching strategies, reducing curriculum density, activating the family's role in following up on their children, and simplifying spelling rules in accordance with different age stages.
Effectiveness of Interactive Video on the Development of Football Instep Shooting Skill among Basic Education Students in Dhofar Governorate
This research aims to examine the effectiveness of using interactive video in developing the football instep shooting skill among seventh-grade students in the second cycle of basic education in the Sultanate of Oman. A quasi-experimental design with two equivalent groups and a post-test-only structure was employed, aligning with the nature of field research. The sample consisted of 70 students, purposively selected from Salalah Al-Sharqiya School under the Directorate General of Education in Dhofar Governorate. They were randomly assigned to an experimental group and a control group. The experimental group received instruction through an interactive educational video specifically designed for the target skill, while the control group was taught using traditional methods. Data were collected using a cognitive test and a skill observation checklist. The results indicated there are statistically significant differences in favor of the experimental group in both cognitive and motor performance, emphasizing the effectiveness of interactive video in enhancing motor skill acquisition. The research recommended integrating interactive multimedia tools into physical education classes due to their positive impact on skill development and student engagement in active learning.
The Effectiveness of a Project-Based Learning Strategy in Enhancing Self-Discipline and Developing Social Skills in the Islamic Studies
This research aims to explore the effectiveness of the project-based learning strategy in enhancing self-discipline and developing social skills within the Islamic Studies curriculum for middle school students in the Kingdom of Saudi Arabia. The researcher employed the experimental method using a quasi-experimental design, applied to a sample of 70 first-year middle school students, who were divided into two equal groups: an experimental group and a control group. The research instruments consisted of two scales. The first was a self-discipline scale comprising 20 items, which measured the following dimensions: self-control, responsibility, adherence to rules and instructions, and perseverance in performing tasks. This scale demonstrated a high reliability coefficient of 0.91. The second was a social skills scale consisting of 20 items, covering the following dimensions: effective communication, teamwork, social interaction, and social initiative. This scale was administered after verifying its validity and reliability. The results revealed the effectiveness of project-based learning in enhancing self-discipline across its dimensions of self-control, responsibility, adherence to rules and instructions, and perseverance in performing tasks and in developing social skills across their respective dimensions of effective communication, teamwork, social interaction, and social initiative. The reliability coefficient for this scale was 0.84. All findings showed the superiority of the experimental group. The research recommended the importance of implementing classroom projects that foster moral values and positive behaviors among students, as well as training teachers to design and apply project-based learning strategies that emphasize the students’ active role in the educational process. It further recommended linking these projects to real-life contexts within education to reinforce the religious and social values acquired through learning.
The Image of War as Perceived by Primary School Students (Displaced and their Normal Peers): an Analytical Study with Drawings
The study aims to identify the current perception of the image of war as a final image of displaced primary school students and their normal peers (non-displaced) through analyzing their drawings, and to identify what the differences are in the perception of the image of war among displaced students and their normal peers in terms of gender and age (6-12 years). 100 male and female students were selected intentionally from a primary school as displaced and non-displaced students. The researcher adopted a scale for children’s perception of war through drawing (Children’s War Drawing Perception Scale), which is a national tool designed to analyze the content (symbolic and emotional) in the drawings of children who were exposed to war or displacement conditions. The tool consists of five main dimensions symbolized by the letters (W1-W5), as they represent all two dimensions of an integrated psychological nature. The results showed that prominent displaced people show high levels in the two dimensions (W1 war elements and W2 emotional aspect) to perceive the image of war related to the distinction of the object and elements of war and distinctive emotions compared to their peers who live in natural environments. These results showed a rise in perception of displaced students when they initiated the elements (sensory, visual, emotional, and affective) that contribute to war. At the same time, the responses of the general peers were more interactive with their creativity for the three dimensions, which are protection and security, hope and flexibility, and the self-child, than The results showed that the displaced people, regardless of gender (male or female), overcame the elements (fear, tension, and violence) for what they lived through from war experiences and their peers more than clarifying social relations or as protection through the use of visuals in their messages. With the sensory and emotional stimuli famous for war and its various elements, more than their peers who live in environments of existence, as the results showed, there is a correlation between age and the five dimensions of perception of the image of war. The older the student, the higher their level of perception of the image of war.