Towards an educational academic education that elevates the scientific capabilities of the learners, and enables them to delve deeper and be able to research in the field of curricula and teaching methods in the field of specialization.
ISC prepares students to advance in learning educational sciences and to delve in particular into knowledge of curricula and teaching methods in the field of specialization.
Forming educational faculties, developing the ability to research and consider modern issues and theories in the field of curricula and teaching methods, and developing modern curricula and teaching methods based on the Qur’an and Sunnah and the opinions of former Muslim scholars.
Develop the student’s behavioral and practical skills necessary to communicate with the community, in order to discover the problems of curricula and teaching methods used and the existence of means to address them.
PhD of Curriculum and teaching methods
The first stage - Compulsory courses 84 Credits
This course includes a general review of research methods and their components, as well as the various research designs that are used in experimental studies conducted in the educational, psychological and social fields, and the definition of the characteristics of these designs, their uses, and the factors threatening their validity. This course deals with the use of well-known statistical software in analyzing educational data, such as: SAS, SPSS, AMOS software, and this course focuses on data entry and organization, using software to examine data, and analyze it using advanced descriptive, inferential and correlational statistical methods such as ANOVA in its various forms, unilateral and factorial. Repeated Measures and ANCOVA. The course also deals with the main correlational designs, such as simple and multiple regression analysis, and path analysis.
The concept of analysis (meaning, philosophy, types, the difference between it and criticism and between it and evaluation) Analysis in education (its purpose and functions). Curriculum analysis and curriculum design (concept and budget). Curriculum analysis (its position in curriculum studies, objectives, curricula and tools, plans, cases and problems), and training applications.
The course aims to provide students with concepts, skills, values and applications in the following areas: Science, its concept, its nature and its fields. The nature of scientific knowledge. The structure of science (facts, concepts, principles, laws, theories) and their relationship to each other. Philosophy of science. theory of knowledge. Scholars' theory of philosophy. Logic and its relationship to the understanding and philosophy of science. The connection between science and philosophy. The importance of philosophy in building and interpreting human knowledge. Scientific research methods, characteristics of scientific thinking and their role in arriving at scientific facts, concepts and principles, science’s view of contemporary problems and its role in solving them, history of science and philosophy.
advanced psychological statistics
The course aims to study the most important statistical concepts and methods related to statistical estimation and its characteristics and designs working in the analysis of variance and non-parametric treatments of all kinds, and the use of this in psychological and educational sciences, with introducing the student to the image in which these results appear through practical application on the computer on one of the famous packages such as SPSS
The concept of educational supervision, its operational and theoretical foundations, educational supervision as a profession, stages of development and reality of educational supervision, tasks of educational supervision such as teacher assistance, professional development, curriculum development, in addition to other issues that overlap with the previous vocabulary such as: obstacles to educational supervision and how to deal with them, Can we dispense with supervision or replace it with other methods of supervision?
The importance of studying contemporary issues and problems facing curricula and teaching, discussing the most important contemporary issues and problems in curricula locally, regionally and internationally, identifying some contemporary problems, issues and experiences in curricula and how they were addressed, comparing the size of specific problems in curricula locally with their counterparts in other countries, In order to suggest some solutions to these problems and issues.
The concept of thinking, its definitions and characteristics, types of thinking, its processes, levels and skills, strategies and methods for learning and developing thinking equations, applications of teaching thinking through school curricula, local and international programs and experiences for the development of thinking, obstacles to the development of thinking, difficulties in learning and teaching thinking, the role of curricula in the development of thinking, thinking Intelligence and creativity, the psychological bases of thought processes.
Optional courses 24 Credits
The importance of studying trends, applications and recent experiences in curricula and teaching, the factors that contributed to the emergence and development of these trends and modern experiences, discussing a number of experiences, trends and applications and studying their impact on our curricula now and in the future, the most important suggestions and recommendations based on in-depth studies of these trends and applications.
Providing students with knowledge and concepts related to computer applications in the curriculum, providing students with the skills to use computer applications in teaching.
The course aims to introduce students to the emergence of the competency movement in the field of education, its justifications and its development, and to provide them with the philosophical and psychological foundations on which the competency movement in the field of education was based, with a focus on the concept of competencies and their types and their importance in the process of evaluating and developing workers in the solution of education and identifying the skills and qualities that must be available in the educational leader And how to measure it, specifically its impact on improving the teaching and learning processes, and providing students with the most important educational competencies necessary for the teacher, the technical and administrative educational supervisor and the school director, and training them on self-evaluation of their educational adequacy and ways to develop them to serve the goals and objectives of education.
The concept of global education The link between global education and humanities studies Methods of teaching global education in the curricula of comparative humanities studies in the arts in relation to global education
The second stage - Practical Training 54 Credits
The student is assigned two hypothetical courses that the college chooses from among the courses that the student has studied at the undergraduate level, and this is considered a practical training for the student to be evaluated for eighteen credit hours. The student must divide each course from twelve to fourteen brief lectures. The student presents each lecture in the form of a written summary of its topic in Word or PDF format, accompanied by a video recording of it in the student’s voice using Power Point, the duration of which is no less than ten minutes and not more than About twenty minutes.
The thrid stage - PhD Thesis 108 Credits
The student must pass the stipulated courses with a score of at least 70%.
● The student submits a request to the administration to register the thesis, along with a proposed topic in one of the subspecialty tracks.
● If the initial approval of the subject title is achieved, the college council will designate a supervisor to guide and follow up the student in preparing the plan.
● The research plan includes the importance of the topic and a critical presentation of previous studies in it, specifically the research problem, then defining the study's curriculum and its main hypotheses or questions that you want to answer, and the division of the study and its sources.
● The student presents his proposed plan in a scientific seminar, discussing the plan as a topic and an approach.
● The student adjusts his plan based on the professors' observations in the seminar if he is asked to amend.
● After the seminar, the plan is presented to the college council to take its decision regarding the registration of the subject.
● In the event of approval, the college council’s decision is presented to the college council to approve the registration, and the registration date is calculated from the date of the college council’s approval.
Discussion and awarding of degrees
● The minimum for preparing the thesis is one year and nine months starting from the date of approval by the College Council to register the topic, and the maximum is four years that can be extended for an exceptional fifth year on the recommendation of the supervisor and approval of the College Council, provided that the total period of student enrollment in the degree does not exceed six years.
● The supervisor submits a semi-annual report that includes what has been accomplished, and what is required in the remaining period.
● After the student completes the thesis and the supervisor reviews it, the supervisor submits to the college administration a report stating its validity for discussion, including an assessment of the student’s performance during the preparation period of the thesis of 140 degrees, with a full copy of the thesis signed by him, and a letter with the names of the discussion and judgment committee proposed by the professors of the specialty, for presentation to the college Council.
● At least fifteen days must pass before the student's discussion from the date of the approval of the discussion committee by the college.
● The validity period of the committee formed to discuss the thesis is six months, which may be renewed for a similar period based on a report from the supervisor and the approval of the College Council.
● Each member of the committee writes a detailed scientific report on the validity of the thesis for discussion, and evaluates the thesis out of 420 degrees, and the average of the three degrees is taken.
The student may not be discussed unless he/she gets at least 70% of the supervisor’s evaluation of his performance and the committee members’ evaluation of the thesis in the individual reports.
● A group report is submitted after the discussion, signed by all members of the committee, in which an evaluation of the thesis discussion is given out of 140 degrees.
