التفكير النّاقد وعلاقته بتعزيز الأمن الفكري لدى طالبات الصفّ الأول الثّانوي في المدارس الحكومية بجدّة من وجهة نظر المعلّمات
This study aimed to reveal the relationship between critical thinking and the enhancement of intellectual security of first-year female secondary school students in public schools in Jeddah from the teachers' point of view. It used the correlational descriptive method and a questionnaire of (24) items, including two domains; the first is critical thinking skills (inferring and evaluation), and the second is the dimensions of intellectual security (citizenship and cultural identity). The questionnaire was applied to a simple random sample of (392) secondary school teachers in Jeddah. The results showed a directly proportional relationship between critical thinking and the enhancement of intellectual security among first-year female secondary school students in public schools in Jeddah; there are no statistically significant differences at the level of (0.05) or less in the responses of the study individuals about (inferring skill, and the degree of practicing critical thinking skills among first-year female secondary school students from the teachers' point of view as well as about citizenship, cultural identity, and intellectual security among first-year secondary school students in public schools in Jeddah) from the teachers' point of view, according to the educational qualification variable. The study suggested a number of recommendations, the most important of which is directing first-year female secondary school students to discuss the problems of the local community and its negative phenomena, urging them to participate in literary and cultural events, and working to enable them to evaluate the opinions of others in their different cultures, and encourage them to express their views about practices related to Islamic culture and other cultures. (Author’s abstract)