مدى إسهام معلمات التربية الإسلامية للمرحلة الابتدائية في تحقيق أهداف التنمية المجتمعية في ظل التحديات التربوية المعاصرة الباحثة مي مشبب الكلثمي

This study aimed to identify the extent to which primary stage Islamic education teachers contribute to achieving community development goals in light of contemporary educational challenges, and to reveal the forms of this contribution across the value-based, social, and behavioral dimensions. It also sought to identify the most prominent challenges facing these teachers, and to determine statistically significant differences according to variables of years of experience, educational qualification, and school type. The study adopted a descriptive analytical methodology, utilizing a questionnaire as a data collection tool. The questionnaire was administered to a stratified random sample of 150 primary stage Islamic education teachers in the governorate of Al-Nammas. The findings revealed a high level of contribution from Islamic education teachers in achieving community development goals. The study also showed that the teachers’ contribution to the value-based, social, and behavioral dimensions was high, with the value-based dimension ranking first among all dimensions. Furthermore, the results indicated that the level of contemporary educational challenges was moderate, leaning towards high, with the most prominent challenges being the influence of foreign ideas and behaviors, the excessive teaching burdens, and the limited time allocated for lessons. The results also demonstrated no statistically significant differences in certain study axes attributed to the variables of years of experience, educational qualification, and school type. In light of these findings, the study recommended enhancing professional development programs for Islamic education teachers, reducing teaching burdens, activating applied activities that link values to real-life practices, and strengthening school-family partnerships to confront contemporary educational challenges. Keywords: Islamic education, Islamic education teachers, primary stage, community development, educational challenges

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