فاعلية برنامج تدريبي قائم على أولويات الأمم المتحدة في تنمية وعي معلمي الدارسات الاجتماعية بالتربية على العيش المشترك، وواقع إدماجه في المنهج وسبل تعزيزه عند طلبة الحلقة الثانية بسلطنة عمان
This study aimed to measure the effectiveness of a training program based on United Nations priorities in developing the awareness of social studies teachers in the education of co-existence and the reality of its integration into the curriculum and ways to strengthen it among Cycle Two students in Basic Education in Oman. To achieve the objectives of the study, a mixed-method approach that combined quasi experimental and qualitative methods was adopted. A training program was applied to a purposive sample of 30 Social Studies teachers chosen from the Governorate of Muscat. Data was collected from a pre-post-program measure of awareness and education of co-living and Focus Group Interviews. The results showed statistically significant differences at the level of significance (0.05 ≥ α) between the average scores of Social Studies teachers in the pre-post measure of awareness of co-living in its three dimensions in favor of the post-measure. Statistically significant differences were also found at the level of significance (0.05 ≥ α) among Social Studies teachers in the overall degree of awareness of co-living and its different components in favor of the post-measure, according to the variables of type, specialization, and level of experience. The study concluded from teachers' perceptions the importance of co living education as it provides students a range of necessary values and skills including training them in peace, justice, accepting diversity and respecting the rights of others. In addition, it educates students on cooperation and teamwork, allows them to think and express their opinions freely and improves their discussion and dialogue skills. Although co-living education is included in the Omani curriculum through local and international examples, directly or indirectly, it is suboptimal and depends on individual teacher’s efforts. As a result, 52% of participants preferred integrating it more in Social Studies curriculum and training teachers in applying it through different teaching methods especially the method of collaborative learning, which was chosen by 32.14% of participants, and the method of discussion, dialogue and problem solving which was chosen by 28.57% each. Moreover, the study presented a group of proposals and initiatives for integrating education on co-living in school activities, such as school broadcast programs, school theatre, seminars, lectures inside and outside school, exhibition work for different communities, training courses for teachers, and trips both inside and outside Oman. (Author’s abstract)