تمكين الطالب المعلم من الكفايات المستدامة لمواكبة نظام التعليم الجديد وتحقيق رؤية مصر 2030
The current research aims to enable the student teacher with sustainable competencies to keep pace with the new education system 2.0, and to achieve Egypt's vision 2030. To achieve this, the two researchers followed the case study approach on Purposive sample of sequential educational preparation students for a teacher in the general diploma at the Faculty of Graduate Studies for Education - Cairo University. This is done by using two qualitative research tools, namely: The "practical applications" tool between a faculty member - the two researchers - and general diploma students on a sample of (297) students, and the "free/unstructured interview" tool on a sample of (54) general diploma students in the college's sequential preparation system, In addition to one of the quantitative research tools, namely: The "questionnaire" tool was used on a sample of (178) general diploma students in the sequential preparation system at the college, during the academic years 2021/2022 and 2022/2023. Due to the actual length of time for application, and for the research sample to be representative of most of the college's students' majors. The results of the research showed that the general diploma students' knowledge of sustainable competencies and their practice of them were weak. Where that the social academic competencies, which include: the competence of cooperation / working in group teams, and the competence of knowledge sharing, and personal academic competencies, which include: competence of lifelong learning / continuous learning, competence of self-awareness, It is the highest possession/practice among general diploma students in the sequential preparation system; While the digital competencies, which include: competence of research about digital knowledge, and competence of employing digital technologies, and Thinking competencies, which include: competence of critical thinking, competence of systemic thinking, competence of creative future thinking/creative foresight, the least possession/practice among general diploma students in the sequential preparation system, respectively; This necessitated the development of an educational vision to enable the student teacher to acquire sustainable competencies to keep pace with the new education system 2.0, and to achieve Egypt's Vision 2030. (Published abstract)