Evaluation of Social Studies and National Education Curricula for the Primary Stage in Saudi Arabia in Light of Civilizational Communication Values

Document Type : Original Article

Author

Associate Professor, Department of Curriculum, Teaching Methods, and Educational Technology, College of Education, Taibah University

Abstract

This study aimed to evaluate the social studies and national education curricula for the primary stage in Saudi Arabia in light of civilizational communication values. To achieve this objective, the study employed a descriptive analytical methodology and utilized a content analysis form as its primary tool. The study sample comprised the social studies and national education curricula for the fourth, fifth, and sixth grades across all three academic terms. The results indicated the presence of civilizational communication values represented by four main components: dialogue, acceptance of others, tolerance, and coexistence. The total frequency of these values was 781 occurrences, distributed as follows: coexistence ranked first with 249 occurrences (31.88%), followed by tolerance with 192 occurrences (24.58%), acceptance of others with 176 occurrences (22.54%), and dialogue with 164 occurrences (21%). In terms of the inclusion of civilizational communication values across the academic terms, the first term ranked highest with 308 occurrences (39.44%), followed by the second term with 264 occurrences (33.80%), and the third term with 209 occurrences (26.76%). Regarding grade levels, the fourth grade exhibited the highest inclusion of these values with 311 occurrences (39.82%), followed by the sixth grade with 276 occurrences (35.34%), and the fifth grade with 194 occurrences (24.84%). The findings also revealed significant differences in the extent to which the primary curricula included civilizational communication values, favoring fourth-grade textbooks, followed by sixth-grade textbooks, and then fifth-grade textbooks. Based on these results, the study recommended enhancing the inclusion of civilizational communication values in the social studies and national education curricula for the primary stage by forming expert committees dedicated to this task. It also emphasized expanding student activities related to social studies curricula to train and raise students' awareness of these values and encourage their practical application. The study further proposed future research, including a suggested framework for deepening the inclusion of civilizational communication values in the social studies and national education curricula for the primary stage in Saudi Arabia, as well as field studies to examine the essential civilizational communication values for primary students and their level of mastery.

Keywords

References

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