دور معلمات التعليم الثانوي ببيشة في مواجهة الآثار السلبية للتطور التقني على القيم الاجتماعية والهوية الثقافية للطالبات
The purpose of this research is to determine the role of secondary education Arabic language and social studies teachers in facing the negative effects of the technological advancement on the social values and cultural identity of the students. To achieve this, we have applied a descriptive surveying method, and have built a questionnaire that was distributed to 156 teachers in Beisha. Results are as follows: The teacher’s most important roles in confronting this negative impact on students are to guide them in communicating decently with others, help them to acquire Islamic social concepts, direct them to be compassionate in the family and society, encourage participation in national events, instruct them to follow up on national cultural issues, and enlighten them on cultural invasion and obliteration of cultural identity. Additionally, there are no differences between the teachers’ responses on countering the negative impact of technology based on their teaching subject, level of education, or number of additional courses taken. There are, however, differences based on their level of experience, with a higher score achieved by experienced teachers. The research came out with a number of recommendations: Reinforcing the family’s role in social supervision, directing the family, school and educators to limit the causes leading to the negative effects of technology, and reduce the students’ constant engagement with these technologies by directing their interest in useful activities. (Published abstract)