فاعلية استخدام برنامج قائم على نظرية التعلم الاجتماعي الوجداني في تدريس الفلسفة لتنمية بعض مهارات التفكير الأخلاقي لدى طلاب المرحلة الثانوية
This study aimed to investigate the effectiveness of a proposed program based on social-emotional learning theory in teaching philosophy in developing moral thinking skills and self-efficacy among secondary school students. The data were collected using a list of moral thinking skills and self-efficacy dimensions that secondary school students should develop, in addition to other tools including a test of moral thinking skills, a scale of self-efficacy, and the proposed program based on the social-emotional learning theory in teaching philosophy (including a student’s book and a teacher’s guide). This experimental study was conducted with a sample of (40) females randomly selected from students involved in the first-year secondary school at Port Said Governorate. The proposed training program was conducted using the experimental method with its quasi-experimental design. Data of the pre-, post applications of the scales were collected and statistically analyzed. The results of the analyses revealed a statistically significant difference between the average scores of the experimental group students in favor of the post-measurement. Implications, suggestions for further research, and recommendations for curricula and policy makers are included. (Published abstract