درجة تضمين المعايير العالمية للتربية الإعلامية والمعلوماتية في كتب الدراسات الإجتماعية والتربية الإسلامية لمرحلة التعليم الأساسي في الأردن
This study examined the degree of integrating global standards for media and information literacy in Social Studies and Islamic Education textbooks of basic education in Jordan. To achieve the study objectives, the study is based on the document of the United Nations Educational, Scientific and Cultural Organization (UNESCO). The researcher designed the tool based on the standards of this document, derived, and built outcomes that meet these standards. The standards were analyzed to produce outcomes that meet the criteria. These outcomes were then presented to specialists in the fields of education, curriculum, educational technology, and libraries in two phases: the first phase involved translating the standards, constructing the outcomes, and presenting them to a partial group of reviewers. In the second phase, the outcomes were modified based on the feedback from the first phase's proposals and then presented to another group of reviewers for final approval. When these outcomes were approved for analysis, their reliability was ensured using a TestRetest reliability in addition to another analyst’s analysis. The study is classified as qualitative-descriptive, with a sample drawn from all Social Studies and Islamic Education textbooks totaling 52 books for the first and second semesters of the academic year 2023/2024. According to the study, it was found that these standards were not fully met in either subject, with the fourth criterion being the most frequently referenced and the fifteenth criterion the least referenced in both subjects. Criterion four focuses on "identifying and evaluating content sites to meet personal, educational, political, cultural, religious, and other societal needs," while criterion fifteen focuses on "managing interactions with educational or informative games, especially those using artificial intelligence." Some criteria were minimally met, not entirely fulfilling the standards, while others were not met at all, thus not being included in the textbooks. This lack of adherence in turn is reflected on the textbooks' fulfillment of standards and its impact on learners' proficiency in this domain. (Author’s abstract)