مدى تضمين مهارات اقتصاد المعرفة في مناهج اللغة العربية في المرحلة الثانوية بدولة الكويت من وجهة نظر المعلمين
The study aimed to identify the extent to which Arabic language curricula at the secondary level in the State of Kuwait include knowledge economy skills from the point of view of teachers, and the impact of some variables on that. The study followed the descriptive analytical approach, the sample consisted of (326) male and female teachers applied a questionnaire consisting of (47) statements distributed seven fields. The results concluded that the degree of inclusion of knowledge economy skills in Arabic language curricula at the secondary stage as a whole is moderate, in the first place were skills in the field of communication, followed by skills in the social field, then skills in the field of evaluation, all of which came to a large degree, and in the penultimate order came the skills in the economic field, Finally, technological field skills to a moderate degree. The results indicated that there were statistically significant differences about skills in the communication field and the field of evaluation due to gender variable, while there were no differences about skills of cognitive field, technological field, economic field, social field, and mental field and thinking, and there were no differences about the skills of social field and Mental field and thinking due to experience variable, while there are differences in the rest of the skills. There are no differences in the skills of technological field and the skills of the economic field about educational region variable, while there are differences in the rest of the skills, and there are no differences in the skills of social field, mental field and thinking, and the field of evaluation due to grade variable, while there are differences in the rest of the skills. (Published abstract)