مدى توافر مهارات القرن الحادي والعشرين لدى معلمات رياض الأطفال في مدينة طرطوس

Abstract

The research aimed to identify the availability of twenty-first century skills among kindergarten teachers in the city of Tartous. The research sample consisted of (203) kindergarten teachers in the city of Tartous for the academic year 2024/2025, According to the research variables (scientific qualification, years of experience), the researcher adopted the descriptive analytical approach to achieve the research goal, and a twenty-first century skills questionnaire was built, consisting of (42) items, distributed over (7) dimensions: (cognitive, cooperative, technological, personal). social, professional, leadership, environmental and cultural), and the results were as follows:

• The extent of the availability of twenty-first century skills among kindergarten teachers in the city of Tartous is average on the questionnaire as a whole, with an arithmetic mean (3.04) and a standard deviation (0.754), and on each of its axes. The cognitive skills axis ranked first with an arithmetic mean (3.21), followed by the cooperative skills axis. With a mean of (3.09), while the technological skills axis came in last place with a mean of (2.9).
• There are statistically significant differences at the significance level (0.05) between the average scores of the research sample members on the twenty-first century skills questionnaire due to the academic qualification variable, and in favor of postgraduate holders.
• There are statistically significant differences at the significance level (0.05) between the average scores of the research sample members on the 21st Century Skills Questionnaire due to the variable of teaching experience (less than 10 years, 10 years and more), and in favor of the 10 years and more category.

In light of its findings, the current research suggested the necessity of developing training programs specifically for university degree holders to raise the level of their skills in areas such as critical thinking, problem solving and technological skills, and organizing workshops focusing on the use of modern technology in teaching. These workshops should target experienced teachers. Lower teaching staff (less than 10 years) to enhance their ability to integrate technological tools into their teaching methods, encouraging only female teachers who have a university degree to continue their education in postgraduate studies.