دراسة تحليلية لمنهاج التربية الموسيقية لمرحلة التعليم الأساسيّ في الأردنّ استنادًا إلى مهارات القرن الحادي والعشرين

Mohammad Yousef  Hammad; Hesham Ibrahim  Al-Dajeh

doi:10.35516/hum.v50i5.276

Authors

Mohammad Yousef Hammad Deanship of students’ affairs, The Hashemite University, Jordan
Hesham Ibrahim Al-Dajeh Department of Curriculum and Instruction- School of Educational Sciences, The University of Jordan, Jordan

DOI:

https://doi.org/10.35516/hum.v50i5.276

Keywords:

Twenty-first century skills, basic education, music education, Jordan

Abstract

Objectives: This study aimed to determine the required skills to be provided to students in the twenty-first century through the music education curriculum for basic education in Jordan for the scholastic year 2020/2021, and to identify the degree to which these skills are included in the music education curriculum.

Methods: The study used the descriptive analytical approach through a content analysis that included (52) indicators of the thirteen twenty-first century skills. The study sample consisted of the entire music education curriculum for basic education, as it included the general framework and outcomes, student’s textbook, and teacher's guide.

Results: The results showed an intermediate inclusion degree for the twenty-first century skills in the music education curriculum. Communication skills had the highest inclusion degree. Four skills were of medium inclusion degree (Critical Thinking and Problem Solving, Social and Cross-Cultural Skills, Productivity and Accountability, and ICT Literacy), and eight skills were of low inclusion degree.

Conclusions: The study recommends including the twenty-first century skills in the music education curriculum in an appropriate degree, training teachers and student teachers to empower them to provide their students with these skills, and urging teachers and educational supervisors to pay more attention to applying the twenty-first century skills through teaching methods.

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