The level of acceptance of students in the Faculties of Education for Humanities and Pure Sciences for their teachers' practice of twenty-first century skills in the light of some variables

Abstract

Abstract:

       The aim of the current research is to identify the level of acceptance of students in the faculties of education for the humanities and pure sciences to practice the skills of the twenty-first century by their teachers. Its sample consisted of (154) male and female students of the fourth stage in the departments of educational, psychological and physics, at the rate of (64) and (90) male and female students per Respectively in the faculties of education for the humanities and pure sciences, they were chosen by a stratified random method, and for the purpose of achieving the goal of the research, a questionnaire consisting of (32) items was built, divided into three areas of twenty-first century skills (learning and innovation skills, information, media and technology, and life skills and work) , After verifying its validity and stability, it was distributed through electronic classes via the Google Classroom educational platform.

1. The level of acceptance by the students of the Colleges of Education for the Humanities and the Pure Sciences for their teachers’ practice of twenty-first century skills, with a medium percentage among the students of the College of Education for the Humanities, and high among the students of the College of Education for the Pure Sciences compared to the hypothetical average.
2. There is a statistically significant difference at the level (0.05) between the average level of acceptance by the students of the Faculties of Education for Humanities and Pure Sciences for their teachers' practice of twenty-first century skills from their point of view according to the gender variable and in favor of females.
3. There is a statistically significant difference at the level (0.05) between the average level of acceptance by the students of the Faculties of Education for the Humanities and the Pure Sciences for their teachers to practice the skills of the twenty-first century from their point of view according to the variable of specialization and in favor of the scientific specialization.

In light of the results, the researcher came up with the most important conclusions:

There is acceptance among the members of the research sample to practice the skills of the twenty-first century in general by their teachers, and there is a discrepancy among them according to the variables of gender and specialization.

The researcher also recommended a number of recommendations, and suggested several titles for future studies.