Search

In today's world of accelerated progress and change, the skills to solve problems, think critically, communicate effectively, and manage lives are essential for people to flourish in the 21st century. The purpose of the study is to explore the role of Learning Neighborhood Programme for achieving the necessary life skills that adult learners need to help them during the present pandemic. The research also investigates if there is a difference, by gender and number of courses, to confront the COVID-19 crisis and the benefits that participants received during the pandemic. A self-administered questionnaire was utilized. The results illustrated that the adult learners who enrolled in the Learning Neighborhood Programme perceived the benefit of life skills by practicing these skills during the crisis. Additionally, the results revealed differences for both life skills based on the number of courses that learners had taken during the present pandemic for people who took five or more courses.

This study aims to identify the national identity for Taif University's students, and that identity's role in facing the Coronavirus pandemic. A survey consisting of two measures was used. The first scale was the students' possession of national identity, and the second measure was the students' role in facing the Coronavirus. The results indicated that the Taif University students' national identity and their role in facing the Coronavirus was high. The results also showed that there were no significant differences due to the effect of gender for both scales. There were significant differences due academic level favored students (from the fifth-eighth level). Among the study's most important recommendations were the necessity of the students' awareness about the importance of attending educational sessions, national events, and volunteer participation as well as clarifying the implications of that participation for individuals and society so that students could see how valuable the activities were.

This study's aim was to explore advanced diploma program students' perceptions about the application and importance of andragogy. The study also investigated if there is a difference, by gender, among the learners' point of view about the application and importance of andragogy to the learning environment. A self-administered questionnaire was utilized. The study population included all learners (n = 1,235) who were studying with Taif University's advanced diploma program in education. The study findings revealed that the importance of the five andragogical assumptions (motivation, experience, need to know, readiness to learn, and self-directedness) for the learners. There were statistically significant differences ([alpha] = 0.05), due to gender, among the students' perceptions about the learners' need to know; these differences were seen for both the application and importance of the andragogical principles; the variations favored females. Therefore, teachers should employ learning strategies that encourage self-directed learning among students.

This study's main purpose was to identify adult learners' motivation to pursue learning at Saudi Arabia's Yanbu adult-education schools. The study also investigates if there is a difference by gender, by age, and among learners in terms of their internal and external motivation to learn. The study's theoretical framework came from Knowles' theory of andragogy. A survey consisting of a self-administered questionnaire was used. The study population included all adult learners (n = 463) at the Yanbu adult-education schools in Saudi Arabia. The results revealed the importance of the five motivators (social contact, family togetherness, social stimulation, cognitive interest, and religious stimulation) for adult learners at Saudi Arabia's Yanbu adult-education schools. However, this study indicated that adult learners are more motivated internally than externally. Therefore, teachers should pay attention to the internal factors more than the external factor to keep up with their students' level of motivation.

It is important to practice critical skills in the classroom in order to empower learners and to have a critical consciousness, such as critical thinking, dialogue, and problem solving. In the present study, undergraduate students' perceptions (by gender) of the practice of critical consciousness in the classroom at Taif University, Saudi Arabia is investigated. Freire's conceptualization of critical consciousness is used as the study's theoretical framework. That conceptualization is focused on critical thinking, dialogue, and problem-solving. A quantitative approach is utilized with a self-administered questionnaire in collecting data from the respondents. The results of this study indicated that Saudi undergraduate students' perspective was positive about the practice of the three elements of critical consciousness. Furthermore, there were statistically significant differences at [alpha] = 0.05 among undergraduate students' perspective on the practice of critical consciousness, including dialogue, critical thinking, and the total practice based on their gender. The direction of the differences was a benefit for females.