THE LEVEL OF REPRESENTATION OF THE SUSTAINABLE DEVELOPMENT GOALS IN THE ARABIC THIRD PRIMARY GRADE LANGUAGE BOOK
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Date
2022-03-31
Authors
Al-mahdi, Baraa
Journal Title
Journal ISSN
Volume Title
Publisher
An-Najah National University
Abstract
This study aimed to identify the level of representation of the sustainable development goals in the Arabic third primary grade language textbook, it tried to answer the following questions:
• What is the level of representation of the sustainable development goals in the Arabic third primary grade language book?
• What are the educational supervisors' opinions about the level of representation of the sustainable development goals in the Arabic third primary grade language book?
The study followed the descriptive approach represented by analyzing the content and the qualitative approach represented by the interview, as the study consisted of two population, the first study population represented the Arabic language book for the third primary grade, in the first and second parts. The second study population consisted of (10) educational supervisors, and an available sample was limited to (7) educational supervisors, to achieve the study objectives, the researcher prepared a list of the goals of the sustainable development goals and their indicators. Also, prepared an interview to identify opinions of the educational supervisors.
The study came up with the following results: Availability of all (17) sustainable development goals in the Arabic language book, and these goals came in varying percentages between high, medium and low, where the goals of (Quality Education), (Life on Land) and (Gender Equality) in high percentages in the Arabic language book for the third grade, the goals of (Sustainable Cities and Communities), (Decent Work and Eocene Growth), (Palace, Justice and Strong INSTITUTIONS), (REDUCED INQUALITIES), (RESPONSIBLE CONSUMPTION and Production), and (Zero Hungry) were achieved in medium percentages. While the goals of (Good Health and Well-Being), (Industry, Innovation, and Infrastructure), (No Poverty), (Life Below Water), (Affordable and Clean Energy), (Partnerships for The Goals), (Clean Water and Sanitation) and (Climate Action) in low percentages. Results showed that the imbalance in the representation of goals is due to the age stage and the nature of the topic, and the results indicated the need to enrich the book to represent these goals in balanced proportions.
Based on the results, the researcher recommended the necessity of considering the balance and complementarity in the percentages of representation of the sustainable development goals in the Arabic language book for the third grade, and benefiting from this study to modify, develop and enrich the Arabic language curriculum considering the sustainable development goals and their indicators.
Description
This study aimed to identify the level of representation of the sustainable development goals in the Arabic third primary grade language textbook, it tried to answer the following questions:
• What is the level of representation of the sustainable development goals in the Arabic third primary grade language book?
• What are the educational supervisors' opinions about the level of representation of the sustainable development goals in the Arabic third primary grade language book?
The study followed the descriptive approach represented by analyzing the content and the qualitative approach represented by the interview, as the study consisted of two population, the first study population represented the Arabic language book for the third primary grade, in the first and second parts. The second study population consisted of (10) educational supervisors, and an available sample was limited to (7) educational supervisors, to achieve the study objectives, the researcher prepared a list of the goals of the sustainable development goals and their indicators. Also, prepared an interview to identify opinions of the educational supervisors.
The study came up with the following results: Availability of all (17) sustainable development goals in the Arabic language book, and these goals came in varying percentages between high, medium and low, where the goals of (Quality Education), (Life on Land) and (Gender Equality) in high percentages in the Arabic language book for the third grade, the goals of (Sustainable Cities and Communities), (Decent Work and Eocene Growth), (Palace, Justice and Strong INSTITUTIONS), (REDUCED INQUALITIES), (RESPONSIBLE CONSUMPTION and Production), and (Zero Hungry) were achieved in medium percentages. While the goals of (Good Health and Well-Being), (Industry, Innovation, and Infrastructure), (No Poverty), (Life Below Water), (Affordable and Clean Energy), (Partnerships for The Goals), (Clean Water and Sanitation) and (Climate Action) in low percentages. Results showed that the imbalance in the representation of goals is due to the age stage and the nature of the topic, and the results indicated the need to enrich the book to represent these goals in balanced proportions.
Based on the results, the researcher recommended the necessity of considering the balance and complementarity in the percentages of representation of the sustainable development goals in the Arabic language book for the third grade, and benefiting from this study to modify, develop and enrich the Arabic language curriculum considering the sustainable development goals and their indicators.
Keywords
Sustainable development goals, arabic language textbook, educational supervisors' opinions