Content Analysis of the Arabic Language Text of Third Vocational Grade in Light of 21st Century Skills

Abstract

The research seeks to analyze the Arabic language text of the third vocational stage in light of 21^st century skills. The researcher assumed a descriptive method and used content analysis as a methodology for the study. The research sample consisted of the Arabic language text for the third vocational grade set to be taught for the academic year 2024/2025. The researcher prepared a content analysis card consisting of three main areas: (learning and innovation, digital culture, and work and life), which resulted in (28) sub-skills. The researcher prepared a content analysis card consisting of three main areas: (learning and innovation, digital culture, and work and life), from which (28) sub-skills emerged. The research reaches several findings, including the limited attention given by Arabic language curriculum planners to 21^st century skills, as well as the thoughtlessness for their importance in the Arabic language textbook for the third vocational grade, since they appeared in low percentages and uneven distribution. The researcher recommended the necessity of incorporating 21^st century skills into Arabic language curricula in vocational education and distributing them in a balanced manner.

The lack of appropriate infrastructure in our schools to spread digital culture and develop the skills required in the twenty-first century. The expensive financial requirements for developing curricula and training teachers to work on the skills required in the twenty-first century. The focus of the Arabic language book for the third vocational grade on the traditional aspects of the curriculum and not addressing modern concepts and skills.