Journal of Higher Education and Academic Advancement

THE URGENCY AND FUNCTION OF LEARNING ARABIC IN EDUCATIONAL INSTITUTIONS

2025-10-05T02:45:33+00:00

Objective: This study aims to determine the urgency and function of Arabic language learning in educational institutions, emphasizing its importance in developing religious understanding, intercultural connections, and opportunities in various areas of life. Method: The research uses a qualitative descriptive method with a library research approach, which means it is conducted in a library or through library resources such as books, journals, databases, and other information sources to support or develop specific arguments or research. Result: The findings show that Arabic has significant urgency in educational institutions for several reasons, including its role as the language of the Quran, its importance in religious education, classical Arabic literature, international communication, higher education, intelligence enhancement, employment opportunities, and cultural diversity. Arabic also serves multiple functions in education, especially within the context of the Arab world and Islamic studies, such as facilitating Quranic interpretation, supporting Islamic scholarship, promoting international relations, preserving literary heritage, enhancing cognitive skills, expanding job opportunities, fostering cultural understanding, and maintaining cultural identity. Novelty: This study highlights a comprehensive view of the dual role of Arabic—as both a medium of religious and intellectual enrichment and as a bridge to global communication and cultural preservation—underscoring its irreplaceable value in modern educational contexts.

CONTENT ANALYSIS OF THE CHEMISTRY BOOK FOR THE SECOND INTERMEDIATE GRADE IN IRAQ IN LIGHT OF SCIENTIFIC DEVELOPMENTS

2025-10-08T16:07:44+00:00

Objective: This study aims to analyze the content of the second-grade chemistry curriculum in Iraq in light of recent scientific developments. Method: The researcher employed a descriptive-analytical approach. The researcher prepared a list of scientific innovations to be used as a curriculum analysis tool, aiming to determine the extent to which the curriculum incorporates these innovations. Results: The statistical results supported the hypothesis, showing that the chapters of the second intermediate grade chemistry textbook differ in their treatment of scientific innovations. In some chapters of the book, the coverage of scientific innovations reaches up to approximately 30%, indicating a higher concentration of these innovations in specific chapters compared to others. Novelty: The study identifies the varying extent to which scientific innovations are incorporated across different chapters of the second-grade chemistry curriculum, highlighting a concentration of innovations in certain chapters up to approximately 30%.

DIDACTIC POSSIBILITIES OF INTEGRATING TRANSVERSE COMPETENCIES IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE ELEMENTARY TEACHERS

2025-10-16T20:23:34+00:00

Objective: This study aims to scientifically and pedagogically analyze the didactic possibilities of integrating transverse competencies into the professional training of future primary teachers, emphasizing their significance in fostering holistic educational development. Method: The research employed a combination of theoretical analysis, pedagogical observation, interviews, and experimental approaches to examine the role, content, and implementation strategies of transverse competencies within teacher education programs. Results: Findings revealed that integrating communicative, informational-literacy, creative, and reflexive competencies effectively enhances students’ professional readiness, interdisciplinary understanding, and capacity for innovative pedagogical thinking. The integrative approach demonstrated a significant impact on developing complex thinking skills and fostering creative problem-solving among future educators. Novelty: This study contributes to the pedagogical literature by establishing the didactic foundations for developing professional competencies through an integrated educational process, highlighting the transformative potential of transverse competencies in modern teacher education and proposing practical methods for their systematic implementation.