Implementing Digital Citizenship Elements in Middle School Arabic Language Curriculum in Saudi Arabia

This study aimed to analyze and evaluate the Arabic language curriculum of middle school in the Kingdom of Saudi Arabia in light of the inclusion of digital citizenship elements. The descriptive analytical approach was used through an analysis form. The Arabic language curricula of the three grades of middle school were analyzed using a content analysis form devised by the researcher. Results showed poor and insufficient inclusion of digital citizenship elements in the curricula of the three grades of middle school. They also showed variation among the three curricula in the inclusion of digital citizenship elements, but, in general, they all remained unsatisfactory. The study recommended more attention to include digital citizenship elements to meet students interests and needs of the digital age. It also suggested conducting more studies in this concern for other curricula of the Arabic language in other stages. The major statistical and analytical approach observed in this study also unveils certain significant factors of digital citizenship that affect the results, factors like experience possessed by the teacher, age, and level of grades. The perspectives of instructors helped to identify the influence upon the teaching standards of Saudi Arabia so that steps could be taken towards the improvement of educational systems

Reflective Practices and Level of Technological Acceptance and their Relationship to Developing Teaching Performance of Arabic Language Teachers in The Light of Digital Transformation

The current research aimed at identifying the reflective practices of Arabic language teachers in the light of digital transformation and estimating the level of technological acceptance and their relationship to developing the teaching performance of Arabic language teachers. This research adopted the analytical descriptive approach. The procedures followed by the two researchers to apply this approach are represented in using the Reflective Practice Scale for Arabic language teachers in the light of digital transformation, and the Technological Acceptance Scale for Arabic language teachers, as well as using the teaching Performance Development Observation Card To identify the relationship of each of the reflective practices and the level of technological acceptance to the development of the teaching performance of Arabic language teachers in the light of the digital transformation, the current research was delimited to selecting a simple random sample of Arabic language teachers (412) who represent 30% of the research group in the city of Dammam. The research concluded that reflective practices apply to Arabic language teachers to a (large) degree. The most reflective practice that applies to Arabic language teachers in the light of digital transformation is to ensure that the information is correct before transmitting it to students . The level of technological acceptance of Arabic language teachers is (medium). The most technologically acceptable level for Arabic language teachers is their confidence in using electronic platforms. There is a positive, statistically significant correlation at the significance level (0.05) of the reflective practices in developing the teaching performance of Arabic language teachers in the light of digital transformation. The most correlative relationship was between reflective practices and evaluation, and the least relationship was between reflective practices and development. There was a positive, statistically significant correlation at the significance level (0.05) of technological acceptance in developing the teaching performance of Arabic language teachers in the light of digital transformation. The most correlative relationship was between the level of technological acceptance and evaluation, while the least relationship was between the level of technological acceptance and development