مجلة العلوم التربوية والاجتماعية

العوامل التي تتنبأ بالوعي البيئي في سياق التعليم من أجل التنمية المستدامة: تحليل قائم على نتائج الدراسة الدولية TIMSS2023 في كل من المملكة العربية السعودية وكوريا الجنوبية وسنغافورة
Factors predicting environmental awareness in the context of education for sustainable development: an analysis based on the results of the international study TIMSS 2023 in Saudi Arabia, South Korea, and Singapore.

د. علي, بن حمود الحربي
أستاذ, أصول التربية المشارك
قسم, العلوم التربوية -كلية التربية -جامعة المجمعة
Dr. Ali Hamoud Alharbi
Associate Professor of Foundations of, Education
Department of, Educational Sciences-College of Education-Majmaah University
Email:, Wien432@gmail.com

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الكلمات مفتاحية: الوعي البيئي، التنمية المستدامة، TIMSS 2023. , Environmental Awareness, Sustainable Development, TIMSS 2023.

التخصص العام: أصول التربية

التخصص الدقيق: أصول التربية العامة

DOI: 10.36046/2162-000-025-028
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الملخص
هدفت الدراسة إلى الكشف عن تأثير العوامل (الوضع الاجتماعي والاقتصادي، والجنس، وحب الطلاب لتعلم العلوم، والاتجاه نحو الحفاظ على البيئة، ومستوى تعليم الوالدين) في الوعي البيئي في سياق التعليم من أجل التنمية المستدامة وفقاً لنتائج الدراسة الدولية TIMSS 2023 في كل من المملكة العربية السعودية وكوريا الجنوبية وسنغافورة.
واشتملت العينة على جميع الطلبة الذين شاركوا في الدراسة الدولية(TIMSS 2023)، في هذه الدول، وإجمالي عددهم (14911) طالباً وطالبة، ولتحقيق أهداف الدراسة استُخدِم المنهج السببي المقارن، وبعد اجراء التحليل الاحصائي باستخدام  تحليل الانحدار المتعدد؛ تبين أن العوامل مجتمعة اسهمت في تفسير ( 6%) و(15%) و(18%) من التباين في الوعي البيئي في كل من السعودية، وكوريا وسنغافورة على الترتيب، وتتنبأ هذه ا¬¬لعوامل مجتمعة بالوعي البيئي بدرجة متوسطة في كل من كوريا وسنغافورة وبدرجة ضعيفة في المملكة العربية السعودية، كما أظهرت النتائج  أن متغير حب الطلاب لتعلم العلوم، ومتغير أعلى مستوى تعليمي للوالدين ومتغير الوضع الاجتماعي والاقتصادي على الترتيب تعد الأكثر إسهاما وتنبؤً بالوعي البيئي.
وقد أوصت الدراسة بضرورة تضمين الثقافة البيئية في المساقات الدراسية في مختلف مراحل التعليم العام وتعزيز حب الطلاب لتعلم العلوم واستثمار ذلك لتحسن مستوى الوعي البيئي، كما أوصت بحث الوالدين على الاستمرار في التعليم حتى المستويات العليا لما له من آثار إيجابية على مستوى الوعي البيئي، والحد من تسرب الطلبة الذين سيكونون آباء المستقبل.

The aim of the study was to examine how various factors—such as socio-economic status, gender, students' love for learning science, attitudes towards environmental conservation, and parents' education level—impact environmental awareness within the framework of education for sustainable development, based on the results of the international study TIMSS 2023 conducted in KSA, South Korea, and Singapore.
     The sample included all students who participated in the international study (TIMSS 2023) in these countries. The study included a total number of 14,911 male and female students. To achieve the objectives of the study, the causal-comparative approach was used, and after conducting the statistical analysis using multiple regression analysis, the combined factors contributed to explaining 6%, 15% and 18% of the variance in environmental awareness in KSA, Korea, and Singapore, respectively.
     These combined factors predicted environmental awareness to a medium degree in Korea and Singapore and to a weak degree in KSA. The results also showed that the variables of students’ love for learning science, the highest educational level of parents, and the socio-economic status, respectively, were the biggest contributors and predictors of environmental awareness.
     The study recommended the inclusion of environmental education in curricula at all levels of general education, fostering students' love of learning science, and leveraging this to improve environmental awareness. It also recommended encouraging parents to continue their education at higher levels, given its positive impact on environmental awareness and reducing the dropout rate of students who will become future parents.
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