The degree of representing of earth and environmental sciences students at Yarmouk University for Islamic environmental educational values

Abstract

The study aims to identify the degree to which students of earth and environmental sciences at Yarmouk University represent Islamic educational environmental values, and to reveal whether there are differences in the degree of assimilation due to the variables of sex and academic year. To achieve the objectives of the study, the descriptive survey approach was used, and a questionnaire was prepared consisting of (50) items, distributed into (7) areas, and was applied to a sample of (110) male and female students. The results showed that the degree of students’ representation of Islamic environmental educational values is high, and that there are statistically significant differences in the students’ representation of the Islamic environmental educational values due to the academic level and for the benefit of students of levels (second and fourth) compared to first-level students, while there are no significant differences in the degree that represents Students' environmental values are attributed to the student's gender, or to the interaction between gender and academic level. The study recommended the adoption of environmental values stemming from the Noble Qur’an and the Sunnah of the Prophet, and include it in the plans and courses of university programs, and all institutions must play their role in spreading environmental awareness among members of society.

Exploring Students’ Knowledge and Practice of Digital Citizenship in Higher Education

“…These results may be due to the recent emergence of the concept and indicate that students need more education about the elements of digital citizenship. This result is supported by several studies [4], [9], [15], [23], [38]. On the other hand, most of the participants agreed that they had sufficient knowledge about digital access and communication, as well as the importance of these concepts (73.5%).…”

“…We, therefore, reject the second hypothesis. This result agrees with Alselehat et al [4], but disagrees with Alqahtani [42], who observed that the extent of students' experience using the Internet does affect their knowledge and practice of good digital citizenship.…”

“…Previous studies have been concerned with identifying the degree of awareness of the concept and elements of digital citizenship among students [1], [3], [4], [6], [7]. The current study reveals the extent of both the knowledge and practice of digital citizenship elements and considers whether demographic factors such as academic major and extent of experience using the Internet affect the knowledge and practice of the elements of digital citizenship.…”

“…In a study based in the Kingdom of Saudi Arabia, Mahrous [23] found that there was a significant lack of knowledge about digital citizenship among kindergarten teachers. The study by Alselehat et al [4] aimed to identify degrees of awareness of the concept of digital citizenship among undergraduate students in the Faculty of Educational Sciences at the University of Jordan. They concluded that the degree of student awareness is average and recommended that students should be made aware of advanced methods of protection from the risks of participating in the internet community, such as dealing with cases of electronic penetration.…”

“…Statistics and studies have found increasing evidence for technology abuse, and it is necessary to develop a preventive policy against the dangers of technology, as well as incentives to encourage responsible use and make the best of its positive qualities. From this standpoint, a new term has emerged, which is gaining momentum and great interest in all parts of the world: digital citizenship [2], [3], [4]. Several developed countries such as Britain, the United States and Canada are currently studying digital citizenship within the framework of the digital education curriculum.…”