شبكة المعلومات العربية التربوية

The aim of the research is to provide an appropriate theoretical framework clarifying the concept of active learning strategies in general, and to identify the cooperative learning strategy in particular, as well as measuring the impact of the application of cooperative learning strategy on managing the training process between the trainers and the trainees through the actual application of this strategy in the training class, for one of the training courses held at the public authority for applied education and training in the state of Kuwait, and the aim is to use a set of mental and intellectual methods and skills in learning how to use active learning strategies, especially the learning strategy of cooperation in managing the training process, and in how to change the thinking that entitles trainers and trainees to obtain more information and scientific facts in a short time and with less effort and this is done by training on the use of these strategies by providing them with the most important steps and stages that make them responsible for their learning and make them active and participating in the process educational and training. We can also know active learning strategies as a set of procedures and methods that the learners can use in order to raise the level of awareness for the learner so that he can direct his own initiatives and evaluate them towards achieving the goals of individual learning and to build his intellectual credit himself, as it also aims to help the learner to prepare the subject that he wants to learn and make him accessible and able. Where the study reached the following: 1) there are no statistically significant differences between the averages of the degrees of applying the cooperative learning strategy and its impact on the behavior and skills of the recipient (trainers and trainees). 2) There are no statistically significant differences between the averages of the degrees of applying the cooperative learning strategy to managing the training process and the culture of its application among the trainers. 3) There were no statistically significant differences between the mean scores of the experimental group. (Published abstract)