Knowledge economy skills and their level of familiarity among social studies teachers for the primary stage


  • Bashair Hussein Youssef General Directorate of Education of Holy Karbala Governorate/ Department of Hindi Education


skill, knowledge, economics, Knowledge economy skills, social studies teachers


The main research problem falls in the following question: What is the level of familiarity of Knowledge economy skills for male and female social studies teachers at the primary stage? The importance of the research focused on empowering knowledge economics skills that are important for teachers because it contributes to the development of the teacher in the teaching process, enabling him to think and read critically, solve problems creatively, create and manage knowledge, analyze data, and benefit from it, and keep pace with the development of the time and everything new around it. These skills also enable teachers to create visions for future learning and diverse educational experiences in multiple fields, which help learners practice future learning, acquire self-education skills, and appreciate lifelong learning. In order to achieve the importance of this research, (200) questionnaires were distributed to a random sample of social studies teachers in primary schools in The Hindiya district affiliated with the Karbala Education Directorate, Hindiya Education Department. The descriptive approach was relied upon in identifying and treating the research variables. For the purpose of achieving this matter, a main goal of the research was set, which is (knowing the degree of availability of cognitive economics skills among male and female teachers of social studies for the primary stage). To achieve this goal and other goals, the researcher built the knowledge economy skills scale after reviewing the literature and previous studies related to the topic of her research. This scale in its final form included (50) items, For the purpose of analyzing the scale’s responses, the researcher used a number of statistical methods, such as: percentage, the T-test for one sample, the T-test for two independent samples, the second analysis of variance test by interaction, and the Cronbach’s alpha equation to ensure the validity and stability of the scale. The statistical analysis was by computer using the statistical package. (Spss.28), and Excel programs. The most important results of this research were:1)That social studies teachers are familiar with Knowledge economy skills.2)The academic qualification at its various levels and the years of service at its various levels have no relationship to the Knowledge economy skills of male and female social studies teachers.This research has a set of recommendations, the most prominent of which were:1)Headmasters and supervisors must be trained in knowledge economy skills through courses and seminars to guide educational staff by the educational supervision department.2)Teachers of social studies and other teachers of other academic subjects must develop themselves and increase their knowledge through continuous reading of scientific and social books outside the educational curriculum to keep pace with scientific development and student education.