The Inclusion of Knowledge Economy Concepts in the Omani Social Studies Textbooks

Year 2020, Volume: 5 Issue: 4, 274 - 286, 01.10.2020

Jalila Al-balushi Saif Al-maamari

https://doi.org/10.24331/ijere.747456

Cited By: 1

Abstract

The study aims at identifying the degree of inclusion of knowledge economy
concepts in social studies curriculum for grades (3-12) in the Sultanate of Oman
for the concepts of knowledge economy. The data were collected and the
concepts were constructed by the Delphi method over three consecutive rounds,
The study was applied to the sample consists of 20 social studies textbooks for
grades (3-12) at the rate of (20) books for the first and second semesters at the
level of the three grades, The results showed that the first indicator: the
institutional system of the state represents the highest degree of inclusion of the
concepts of the knowledge economy. The ICT system index represents the
lowest degree of inclusion of the concepts of the knowledge economy in the
content of textbooks for grades 3-12. The results also indicated that post-primary
education for grades 11 and 12 comes first in the degree to which they include
the concepts of the knowledge economy according to the four indicators,
followed by (5-10), while none of the textbooks of the first level of basic
education on concepts of knowledge economy. The study recommended the
need to include the concepts of the knowledge economy in different grades and
stages, and to carry out more research and studies, renewable and continuous,
which ensure the concepts of economy Knowledge in different textbooks and
stages in line with the requirements of the knowledge economy

Keywords

Knowledge Economy, social studies textbooks

References

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