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دور الأستاذ الجامعي في تعزيز مهارات القرن الحادي والعشرين في جامعة طيبة في ضوء رؤية المملكة 2030

حياة العمري

جامعة طيبة، السعودية

Doi://10.47015/17.2.4                           

JJES,17(2), 2021, 221-234
 

ملخص: هدفت الدراسة إلى التّعرُّف إلى آراء طالبات السنة التحضيرية في جامعة طيبة نحو دور الأستاذ الجامعي في تعزيز مهارات القرن الحادي والعشرين بهدف تحسين جاهزية الشّباب السُّعودي لدخول سوق العمل في ظل متطلبات رؤية المملكة 2030. ولتحقيق ذلك، صممت الباحثة استبانة تكونت من ثلاثة محاور للمهارات الرئيسة بمجموع كلي بلغ (18) مهارة فرعية، وتمّ اختيار العينة عشوائيًا، حيث بلغت (702) من الطالبات بنسبة (29.032%) من مجتمع الدراسة، وذلك خلال الفصل الدراسي الثاني للعام 2018/ 2019م. وكشفت النتائج أن عينة الدراسة استجابت لجميع العبارات بدرجة عالية، مما يؤكد الدور الفاعل للأستاذ الجامعي في تعزيز مهارات القرن الحادي والعشرين. وبالنظر للنتائج، اتضح أن محور المهارات الحياتية والمهنية تصدر بمتوسط (3.51)، ثم مهارات التواصل الفعّال بمتوسط (3.50)، وأخيرًا مهارات التعلُّم والابتكار بمتوسط (3.48). وأكدت نتائج الدراسة ضرورة التنمية المهنية للهيئة التدريسية من خلال الدورات التدريبية لإتقان مهارات القرن الحادي والعشرين مع إجراء دراسات تطبق على الخريجين، وربطها ببعض المتغيرات التصنيفية.‏


‏(
الكلمات المفتاحية:
الأستاذ الجامعي، مهارات، القرن الحادي والعشرين-رؤية المملكة 2030)

 

The Role of the University Instructor in Enhancing the 21st-Century Skills at Taibah University in Light of Saudi Vision 2030 

Hayat Alamri, Taibah University, Saudi Arabia.

 

Abstract: This study aimed to identify the preparatory-year female students' perceptions at Taibah University towards the university instructor's role in enhancing 21st- century skills to ensure the Saudi youth's labor work readiness in light of the Saudi Vision 2030. To achieve that, a questionnaire consisting of three main dimensions and 18 sub-skills was designed. A sample of (702) female students was randomly chosen during the second semester of the academic year 2018/ 2019. The results revealed that the participants highly valued university instructor's influential role in enhancing their 21st - century skills. Moreover, the results showed that all three main dimensions: "Life and Professional Skills", "Effective Communication Skills" and "Learning and Innovation Skills" showed high mean scores of (3.51), (3.50) and (3.48), respectively. The study results emphasized implementing professional development courses on 21st - century skills and conducting studies on graduates tied to other categorical variables.

 

 (Keywords: University instructor, 21st - Century skills, Saudi Vision 2030)

 

 

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