Explore the vast range of titles available.

هدف البحث إلى تحديد مفهوم الحرية في فلسفة هيجل، والتوصل إلى انعكاسات الحرية الهيجلية على العملية التعليمية التعلمية. ولتحقيق أهداف البحث استخدمت الباحثة منهج التحليل الفلسفي؛ وتوصل البحث إلى النتائج الآتية: الحرية في فلسفة هيجل مصدرها العقل ويشكلها العقل، وهي حرية أخلاقية وفردية أي تخص الفرد وحده، وعلى الدولة والمجتمع المدني أن يكفلاها له. وحرية الروح في فلسفة هيجل ليست مفهوما سلبيا أو لحظة آنية عابرة فرضتها الظروف الراهنة، وليست حرية فرد واحد بعينه أو مجموعة من الأفراد، بل هي حرية الإنسان التي لا تتحقق إلا في أمد طويل عبر التاريخ. وأن حرية الذوات الفردية ليست منخرطة في الوجود الواقعي فحسب بل في الثقافة وعبر التاريخ، وأن تاريخ العالم ليس سوى صراع من جانب الروح لكي تحقق غايتها، وتصل إلى المرحلة التي تكون فيها حرة، وذلك عندما تستحوذ على العالم. المسيحية حققت الحرية بحسب هيجل لأنها حلت التناقضات في العالم المادي والظواهر المادية من خلال تحليلها وحل التناقضات بينها مع التركيز على جوهرها بدلا من شكلها. وأن الحرية موضوع بارز في فلسفة هيجل ذو آثار وانعكاسات على جميع الأطروحات الأخرى التي تناولها هيجل في فلسفته، ولذلك فقد انعكست الحرية الهيجلية على أدوار المعلم في جعله نموذجا للمثالية الأخلاقية، وعلى أدوار المتعلم في جعله محور العملية التعليمية التعلمية، وعلى استراتيجيات التدريس في أساليب استخدامها وتطبيق خطواتها من قبل المعلمين، وعلى استراتيجيات التدريس ذاتها، وانعكست الحرية الهيجلية على المناهج الدراسية في فلسفة بنائها ومحتواها وأساليب عرض المحتوى في الكتب الدراسية. وأن المناهج الدراسية في ضوء الحرية الهيجلية تهدف إلى تربية المواطن الصالح القادر على التفاعل مع المجتمع بوعي ومسؤولية، بحيث يساهم في حركة تاريخية أوسع تتجاوز حدود التعليم الأكاديمي.

Objectives: Early education about death is essential to raise children's level of awareness and acceptance of death. The present study aimed to explore Early Childhood (EC) teachers' perceptions and attitudes to the integration of the concept of death and dying in early years educational settings. Method: This study is based on descriptive design and two scales; a modified death profile scale and teachers' perceptions of teaching children about the concept of death scale were distributed to female EC teachers (n = 617) who were selected randomly from EC schools in Riyadh, Saudi Arabia. Results: The results revealed that there is a significant relationship between teachers' qualifications and their attitudes to death education. Although teachers had positive perceptions and adequate knowledge about death, they did not view death education as beneficial for children. Teachers believed the topic should first be addressed at home before being introduced in school. Most teachers were self-educated about the subject of death and dying. Conclusion: These results provide new direction toward supporting children to understand the concept of death, to increase their preparation and learning about real life experience, which promotes their wellbeing.

In the context of Saudi FL classrooms, this research investigates the link between Foreign Language Enjoyment (FLE) and a number of characteristics. A total of 143 current high school students, undergraduate, and postgraduate FL Saudi students were considered for this study. The high school students\" study at three high schools, and the undergraduates and postgraduates are students at King Khalid University. An FLE measure was used based on Likert scale ratings of 21 items (MacIntyre & Dewaele, 2014). Qualitative data were collected via the open question included in the online questionnaire. The results of statistical analyses showed a relationship between FLE levels and the following independent variables: age group, education level, FL mastery, and general FL level (ranging from beginners to advanced). Compared to male participants, females reported more FLE. Testimonies from the participants about enjoyable situations in the FL class demonstrated the importance of the instructors' passionate qualities and their adeptness in creating a supportive peer group. Many participants shared their experiences of realizing that their prolonged efforts to become proficient in a particular FL skill had been fruitful.

This study investigates how artificial intelligence-powered posters can enhance scientific research skills. Sixty-two students participated in the study. They were divided into two groups. The experimental group included 32 students, and the control group included 30 students. A test of scientific research skills was developed and applied to both groups twice, once at the beginning and the other at the end of the semester. During the semester, students of the experimental group created and presented artificial intelligence-powered posters to reflect the research skills they acquired during their enrollment in the Research Methodology Course, while the control group reflected their skills via doing the regular weekly assignments. An independent samples t-test was used to evaluate differences in the two administrations of the test. Findings showed that artificial intelligence-powered posters significantly enhanced the scientific research skills of the participants, though this effect is primarily demonstrated among undergraduates in a specific institutional setting.

Developing autonomy among learners is one of the overarching objectives of education worldwide. Autonomous learners usually develop into active adults who benefit themselves and their societies. Algerian learners; however, are often depicted as lacking autonomy and the related self-directed learning skills. Accordingly, this paper tries to reflect on the concept of autonomy in the Algerian education; namely on the negative overall image that is attributed to our (EFL) learners. To this end, the study drew upon the body of literature that has already been produced on this subject to check whether it supports or refutes the aforementioned assumption. Unfortunately, the analysis of different studies confirmed our learners' lack of autonomy, yet it revealed that the latter are not the first to blame. It is the whole system; both the educational and the societal, that contribute to the shaping of the learner's character. It is particularly the use of spoon-feeding in early education and its persistence throughout the different grades that make autonomous learning a hard experience for our learners when they reach university.

Objectives: This study aimed to explore the relationship between the Teacher Ranking System (TRS) and teachers' professional development (TPD) at Ajloun Directorate of Education in light of Self-determination theory (SDT). It further tried to explore whether there was any Relationship between the TRS and teachers' documentation and self-reflection skills. Methodology: The sample of the study consisted of 350 teachers. The researcher utilized a research design which employed quantitative methods for most questionnaire items, combining them with qualitative information. Accordingly, a 3-likert scale questionnaire was constructed. To identify the type of teachers' motivation in the PD activities, a mini-motivation scale was developed. Results: The study showed that the majority of teachers had 'Identified motivation' towards participating in micro and macro PD activities. It also showed that the Rank teachers have, especially the senior and expert teacher ranks played a significant role in their participation, documentation and self-reflection skills, while gender and qualification did not show vivid significant effects. These results align with the premises of the SDT, particularly autonomy, relatedness, competence and internalization. Conclusion: The researcher recommends that the Ministry of Education come up with new teacher ranks to keep teachers highly motivated, and to increase their level of self-determination.

The researchers conducted a study on the impact of using technology in curriculum design and assessment on student performance in high schools in the city of Setif for the academic year (2023/2024). They selected a sample of 200 high school students and divided them into two groups: a group that uses technology in education and a group that relies on traditional methods. After collecting and analyzing the data, the results of the study concluded that using technology in curriculum design and assessment has a positive impact on student performance in high schools in the city of Setif.

Project-based learning (PBL) has always aroused the interest of teachers who are keen to adopt an active pedagogy that puts students at the center of the learning process and promotes what is called \"learning by doing\". And although the principles of PBL are clear and unambiguous, its implementation in practice can run into some difficulties. The purpose of his paper is to present a new approach based on a practical model that will serve as a guide for teachers who want to implement PBL. This approach includes the steps to be followed, the tools to be used in each phase and specifies the different stakeholders involved in the process and heir respective roles. To illustrate how to implement this new approach, we will be presenting a case study showing how we applied PBL in the module \"Integration Project\" targeting computer science students at the Higher Institute of Technological Studies of Beja (ISET). This implementation allowed us to evaluate the impact of our approach on the students' skills and on the quality of their final projects. The evaluation surveys that were conducted in this regard revealed a qualitative leap in the quality of the end-of-studies project (PFE) in terms of the advanced technologies used and an increase in the technical and transversal skills of the students.

The current study was conducted to investigate the beliefs of EFL Saudi students and their actual use of vocabulary learning strategies. It addresses the need of a concrete understanding of the extent to which students value and apply strategies to learn vocabulary. The sample consisted of 196 female students from the University College of Aldayer- Jazan University- who responded to the questionnaire. The data for the study was obtained through the use of virtual questionnaire comprised of two sections of 28 items which were sent to the students via internet. Items of the questionnaire were adapted and modified from relevant literature (Oxford, 1990: 277-300; Li, X., 2005: 315-324; Sinhaneti and Kyaw, 2012: 1002-1003; Gu & Johnson, 1996:674 679). The findings pointed out that \"Applying Images & Sounds\" (AIS) and \"Reviewing\" (RW) strategies were reported the most preferable by the subjects of study. \"Rote Learning\" (RL) and \"Creating Mental Linkage\" (CML) strategies, respectively, were given less value in the vocabulary learning process. Although not selected as the best strategy, students believe that rote learning is still an effective way of learning vocabulary. This study also revealed a positive relationship between beliefs and strategy use. A study like this is very helpful for all those who are interested in EFL Saudi students' beliefs and their real use of language learning strategies.