Challenges of developing intellectual awareness among general education students from Teachers' point of view

Abstract

The study aimed to reveal the challenges to the development of intellectual awareness among general education students related to awareness (cognitive, behavioral, emotional) in the Bukayriyah Education Department, in addition to revealing the significance of statistical differences in estimating the challenges of developing intellectual awareness among general education students that are attributed of experience and stage, and to identify proposals to overcome challenges and address difficulties and problems for the development of intellectual awareness. The questionnaire as a data collection tool consisted of (31) statements that measure the challenges of intellectual, behavioral, and emotional awareness, and (22) statements that measure proposals to overcome challenges. The results revealed the presence of intellectual awareness challenges with a high degree, with an arithmetic mean value of (3.92) with a standard deviation of (0.67). The challenges of cognitive awareness ranked first, with an arithmetic mean value of (4.03), then behavioral awareness (3.88) and emotional awareness (3.84), all of them with a high degree., and the value of the arithmetic mean for approval of proposals was (4.41) With a very high degree, with a standard deviation of (0.65), and among the most prominent proposals that appeared with a high degree of lack of knowledge of the dangers of intellectual invasion: instilling religious constants according to the principle of moderation and moderation among young people, developing self-censorship for students, spreading moral values to young people to protect them from intellectual deviation, and training students To confront malicious rumors, and to create positive awareness about volunteer work in the community and school The results also showed that there were differences in the challenges of cognitive and behavioral awareness and the total degree of awareness and approval of the proposals due to the difference in the stage in favor of secondary school, as well as the presence of differences in cognitive and behavioral challenges and approval of the proposals attributed to experience in favor of those with experience of ten years or more.