The Reality of Employing the Multiple Intelligences Theory in Instruction among Female Teachers in Adult Education Schools

Abstract

This study aimed to explore how female teachers in adult education schools employ multiple intelligences in their teaching practices, identify the main challenges they face in applying this theory, and propose suggestions to enhance its implementation in adult learning. The study adopted a descriptive survey method and used a questionnaire administered to a simple random sample of 221 female teachers from adult education schools in Riyadh. Findings revealed that the overall level of teachers’ use of multiple intelligences in their instructional practices was moderate. Participants showed a high level of agreement regarding the obstacles limiting the effective application of the theory. The most significant challenges included heavy reliance on traditional teaching methods and the limited readiness of some learners to engage in diverse learning activities. The study also proposed several strategies to improve the application of multiple intelligences theory in adult education. These include increasing teachers’ awareness of the concept and its importance in enhancing learning, redesigning curricula to be flexible and open to multiple learning styles, and giving learners the freedom to choose participation and expression methods that match their intelligence types. Furthermore, the study recommended providing specialized and continuous professional development programs for teachers on multiple intelligences theory. Such programs should include practical workshops focused on designing diverse activities, using alternative assessment tools, and integrating technology in teaching, while taking into account the specific characteristics and learning needs of adult learners.