درجة توظيف معلمات الروضة لمهارات القرن الحادي والعشرين من وجهة نظرهن ‏

Hanan Obaidullah Okleh  Assaf

doi:10.35516/edu.v50i2.593

Authors

Hanan Obaidullah Okleh Assaf كلية الطفولة المبكرة، جامعة المنصورة، مصر. https://orcid.org/0000-0001-9308-8731

DOI:

https://doi.org/10.35516/edu.v50i2.593

Keywords:

Employment, Kindergarten teachers, twenty-first century skills

Abstract

Objectives: The study aimed to determine the extent to which kindergarten teachers employ twenty-first-century skills from their perspective.

Methods: The study utilized the descriptive survey method. To address the two research questions, a notecard consisting of 30 paragraphs was prepared and distributed across three areas: learning and creativity, digital culture, life and work. The validity and reliability of the notecard were confirmed.

Results: The findings revealed that kindergarten teachers rated the degree of employing twenty-first-century skills as high in all domains. Furthermore, there were no statistically significant differences in the assessments of the study participants regarding the employment of these skills by kindergarten teachers based on variables such as experience and educational qualifications.

Conclusions: The study concludes that kindergarten teachers exhibit a high level of engagement with twenty-first-century skills in various areas, including learning and creativity, digital culture, and life and work. Consequently, it is recommended to encourage kindergarten teachers to participate in training courses that focus on enhancing twenty-first-century skills.

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