Teachers’ 21st-Century Skills: How do Saudi EFL Students Evaluate their Use?

Alamri, Hayat Rasheed H.

doi:10.36348/sjhss.2020.v05i02.003

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Numerous studies underscore the profound impact of teachers' attitudes and competencies on the successful integration of 21st century skills into education (Alamri, 2020). For instance, Alzuoud and Gaudel (2020) conducted a study to explore teachers' perspectives on the integration of core skills such as problem-solving, thinking, communication, and language skills into English language teaching in Saudi universities.…”

Section: Challenges In Integrating 21st Century Skills Into Educationmentioning

confidence: 99%

“…Amidst these challenges, educators and researchers have strived to identify strategies to overcome the hurdles associated with integrating 21st century skills into education. Alamri (2020) explored Saudi EFL female students' perceptions of their teachers' usage of 21st century skills and their impact on improving their language skills. The findings underscored the importance of teachers' professional development programs, ensuring they can incorporate 21st century abilities into the teaching-learning process.…”

Section: Challenges In Integrating 21st Century Skills Into Educationmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the perspectives of cross-cultural instructors on integrating 21st century skills into EFL university courses

Alharbi

2024

Front. Educ.

View full text Add to dashboard Cite

Integrating 21st century skills, including communication, collaboration, problem-solving, and critical thinking, into English as a Foreign Language (EFL) university courses is imperative. This study adopts a tripartite focus: (1) investigating cross-cultural EFL instructors’ perspectives on challenges linked to infusing 21st century skills into Saudi EFL university courses; (2) identifying contributory factors underpinning these challenges; and (3) elucidating proposed strategies for embedding 21st century skills in selected Saudi EFL university classrooms. Using narrative inquiry as a research method, empirical data was garnered through semi-structured interviews involving thirty EFL instructors representing mixed-gender and eight nationalities across multiple Saudi universities. The findings underscore instructors’ affirmative disposition towards incorporating 21st century skills in EFL classes, despite entrenched academic, institutional, collegial, and student-centered obstacles. Furthermore, the findings spotlight diverse factors exacerbating these challenges, encompassing technological underpinning, temporal constraints, and the absence of robust assessment frameworks, dwindling student engagement, conventional pedagogic paradigms, and administrative complexities. Addressing these challenges necessitates a comprehensive approach characterized by faculty development, curricular realignment, seamless technology integration, collaborative learning ecosystems, student-centric pedagogies, and judicious evaluation mechanisms. Through adopting this holistic approach, educational stakeholders can effectively surmount the intricacies linked with 21st century skill integration, fostering an enriched educational milieu aligned with evolving global imperatives.

show abstract

Section: Challenges In Integrating 21st Century Skills Into Educationmentioning

confidence: 99%

Section: Challenges In Integrating 21st Century Skills Into Educationmentioning

confidence: 99%

Exploring the perspectives of cross-cultural instructors on integrating 21st century skills into EFL university courses

Alharbi

2024

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Guru perlu dilatih untuk mengintegrasikan keterampilan abad ke-21 ke dalam pengajaran mereka dan mencontohkan keterampilan ini untuk siswanya. Dengan kata lain, seorang guru Guru, termasuk mahasiswa calon guru, harus tetap up-to-date dalam bidang pengajaran yang berubah dengan cepat (Alamri, 2020).…”

Section: Nilai Pertemuan Awalunclassified

Peningkatan Keterampilan Komunikasi Mahasiswa Calon Guru Melalui Kegiatan Analisis Artikel Ilmiah Dari Jurnal Nasional

Hikmawati

Sahidu

Ayub

et al. 2021

ujcs

View full text Add to dashboard Cite

The purpose of this service activity is to improve the communication skills of prospective teacher students through the analysis of scientific articles from national journals in Indonesia. This activity was carried out online from March to May 2021 as many as 12 meetings. Participants of this activity were 27 student teacher candidates from a university in the city of Mataram. The method of implementing this activity is: Students are given an explanation of the material at each meeting via the google meet platform. Students are given the opportunity to ask questions verbally. Students are assigned to search for scientific articles from national journals according to the topics discussed, this activity is carried out through google search. Students download scientific article files from national journals, then upload the file through the "Discussion Forum" feature prepared on the LMS (Learning Management System) platform. Furthermore, students discuss with group members according to discussion instructions through the "Discussion Forum" feature. The value of communication skills is obtained based on the observations of observers on student discussion activities on the "Discussion Forum" feature using a scale of 5. The improvement in communication skills of prospective teacher students is seen from the increase in each indicator at meeting 1 and meeting 12. The results of the observations show the communication skills score of prospective teacher students at the first meeting it was 55 (poor category) while at the last meeting it was 80 (good category). The N-gain value was 57 which was in the medium criteria. Thus, there is an increase in the communication skills of prospective teacher students through the analysis of scientific articles from national journals

show abstract

The influence of board of directors’ characteristics on corporate social responsibility disclosures in Jordanian Islamic banks

Al-Zaqeba,

Shubailat,

Abdul Hamid

et al. 2023

Int. j. adv. appl. sci.

View full text Add to dashboard Cite

In an era where organizations are increasingly recognizing the paramount importance of addressing societal and environmental concerns, corporate social responsibility (CSR) has emerged as a pivotal facet of contemporary business practices. Within the banking sector, Islamic banks assume a significant role in advocating ethical and socially responsible conduct. This study delves into the impact of the board of directors' characteristics on corporate social responsibility disclosures (CSRD) within Jordanian Islamic banks. Data were meticulously gathered from three Jordanian Islamic banks, all of which are listed on the Amman Stock Exchange (ASE), over the span of the years 2010 to 2022. Our findings illuminate that Jordanian Islamic banks, on average, disclose 47 percent of their CSR endeavors, marking a commendable level of transparency, particularly when contrasted with less developed economies. Notably, independent directors comprise 42% of the board composition, with the average age of board members standing at 41 years. Moreover, 8.10% of board members hold degrees in finance and accounting, while 0.24% possess professional experience within the Big Four accounting firms. On average, Jordanian Islamic banks convene 10.27 board meetings annually, and 48% of directors maintain multiple directorships. Significantly, our analysis underscores that all examined characteristics of board members have a favorable influence on CSR disclosure within Jordanian Islamic banks. This paper constitutes a substantial contribution to the extant literature by providing empirical substantiation of the nexus between the board of directors' characteristics and CSRD in Jordanian Islamic banks, with a specific emphasis on the unique domain of Islamic banking, which has hitherto received limited scholarly attention. Further avenues of research are recommended to explore additional variables and delve deeper into the intricate interplay between board characteristics, external contextual factors, and the disclosure of CSR activities.

show abstract

Teachers’ 21st-Century Skills: How do Saudi EFL Students Evaluate their Use?

Cited by 3 publications

References 0 publications

Exploring the perspectives of cross-cultural instructors on integrating 21st century skills into EFL university courses

Exploring the perspectives of cross-cultural instructors on integrating 21st century skills into EFL university courses

Peningkatan Keterampilan Komunikasi Mahasiswa Calon Guru Melalui Kegiatan Analisis Artikel Ilmiah Dari Jurnal Nasional

The influence of board of directors’ characteristics on corporate social responsibility disclosures in Jordanian Islamic banks

Contact Info

Product

Resources

About