Intellectual Security Concepts Included in the Arabic Language Curriculum at High Schools in Saudi Arabia
DOI:
https://doi.org/10.47750/pegegog.15.01.04Keywords:
Intellectual Security Concepts, Arabic Language Curricula, Political Security, Religious SecurityAbstract
The objective of this study was to investigate the concepts of intellectual security within the pathways system of the Arabic curriculum (Linguistic Competencies 1–1 and 1–2) designed for the common first year of high school during the academic year 2023 in Saudi Arabia. A valid list of the intellectual security concepts that should be included in the Arabic curriculum was prepared. It included 27 concepts distributed among three main categories. The results revealed that the Arabic curriculum lacked adequate integration of life skills pertaining to security within its overarching framework. This deficiency hinders students' ability to coexist safely in their society and address intellectual challenges effectively. Therefore, there is a necessity to enhance and reinforce the presence of the concept of intellectual security in the Arabic language curriculum to ensure its broader acceptance and impact on students. Drawing from the outcomes, the study suggested that rectifying the deficiencies in the Arabic curriculum would not only improve the understanding of intellectual security among Arabic language learners but also contribute to bolstering security within their society and, by extension, in societies globally.
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