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Theoretical Approaches to Equitable and Sustainable Curriculum Design in Post-Pandemic Education in Jordan
(Common Ground Research Networks, 2025) Ramaila, Sam; Dhurumraj, Thasmai; Iraqui, Hena Ahmed
This article examines the theoretical frameworks crucial for developing equitable and sustainable curriculum designs in the context of post-pandemic education in Jordan. The COVID-19 pandemic has amplified existing disparities within the education system, underscoring the urgent need for curriculum reforms that prioritize inclusivity and resilience. This study explores key theoretical approaches—constructivism, social justice pedagogy, and systems thinking—as foundational pillars for designing curricula that meet diverse learner needs and ensure equitable access to educational opportunities. By integrating these frameworks, the article proposes actionable strategies for educators and policymakers to enhance curriculum development, creating an educational environment that is not only responsive to current challenges but also adaptable for future generations. In conclusion, this research highlights the importance of theoretical foundations in shaping educational practices that pave the way for a more equitable and sustainable educational system in Jordan.
Research on Implementation of Best Practices in Design and Development of K-12 Curriculum in Jordan
(Journal of Integrated Sciences, 2024) Iraqui, Hena Ahmed
This study investigates the implementation of best practices in curriculum design and development for K-12 textbook publishing within the curriculum development department of an educational publishing company in Jordan. Drawing on the framework established by Male (2012), the research identifies key aspects of an ideal curriculum design, including subject knowledge, essential skills, and personal development. The study adopts a parallel mixed-method approach, integrating qualitative and quantitative data collection and analysis simultaneously to ensure a comprehensive understanding of current practices. The short-term goal is to analyze the findings to propose procedural improvements within the publishing company's curriculum and development department. The long-term aim, beyond the scope of this research, is to extend the insights gained to other educational publishing companies across Jordan, offering actionable recommendations for enhancing curriculum design and development practices in the region; to be able to contribute towards the achievement of the United Nations Sustainable Development Goal, SDG4 (Quality Education).
Analyzing the multilevel interventions for effective implementation of social and emotional learning in the Jordanian school curriculum
(Universitas Ahmad Dahlan, 2026) Iraqui, Hena Ahmed; Olanrewaju, Muraina Kamilu
Social and emotional learning (SEL) programs are increasingly recognized for their critical role in fostering the holistic development of students. This paper evaluates the benefits of SEL and explores its integration into the Jordanian school curriculum, emphasizing the need for culturally responsive and context-specific approaches. Through a comparative analysis of leading SEL frameworks, such as the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Strong Start in the US, the Promoting Alternative Thinking Strategies (PATHS) in the UK, the Strong Kids in Hong Kong, and the OECD's Social and Emotional Skills framework, this study identifies key components and implementation strategies that have shown effectiveness in various educational contexts. Each of these programs offers unique insights into age-appropriate design, instructional delivery, and outcome measurement. This cross-contextual analysis reveals that successful SEL implementation in Jordan requires a multi-level approach involving curriculum integration, teacher training, community and parental engagement, and supportive policy frameworks. The paper argues that while international models provide evidence-based guidance, a localized adaptation is essential for relevance and sustainability. Ultimately, the study concludes that embedding SEL into Jordan's education system will not only enhance academic outcomes and emotional resilience but also contribute to the broader goals of student well-being, social cohesion, and future readiness. The paper suggested the need to invest in pre-service and in-service training for educators on SEL competencies and delivery methods.
Jordanian Textbooks and Education for Sustainable Development: Analyzing Reform in Curriculum Design
(Journal of Integrated Sciences, 2025) Iraqui, Hena Ahmed; Olanrewaju, Muraina Kamilu
The current paper review examines the processes involved in comprehensive curriculum reform in Jordanian textbooks, addressing the limitations of current educational models, which often prioritize rote memorization at the expense of critical thinking, creativity, and practical skills. The proposed reforms are framed within the Education for Sustainable Development approach, advocating for a multidimensional transformation. Key steps involved in successful curriculum reform include an initial evaluation of existing educational frameworks, stakeholder collaboration, content redesign, and ongoing monitoring and evaluation. However, several potential hindrances may obstruct this process, such as resistance to change, limited resources, and inadequate teacher preparation. The review concludes with a discussion on how the success of this reform hinges on the collaborative efforts of policymakers, educators, parents, and students, collectively advancing an educational system that is responsive to contemporary challenges and prepares learners for future opportunities.
إعداد برنامج لتدريـس اللـهجة الجـزائـرية (لمدينة مشرية) للمتحدثــيـن الكبار بالإنجليــزية
(2026-05) Mekki, Atiqa; Zain, Aatif
هدفت هذه الدراسة إلى توفير مرجع أوّلي أو برنامج لتدريس لهجة مدينة مشرية الجزائريّة لمتحدثي اللغة الإنجليزية الكبار، ولتحقيق هذا الهدف استخدمت الباحثة المنهج الوصفي في البداية لوصف وتحليل هذه اللهجة، ثمّ المنهج شبه التجريبي لتقديم نموذج تطبيقي لبرنامج تدريسيّ فعّال، مبنيّ على ما تم التوصُّل إليه بعد تحليل اللهجة، وعلى رصد تطوّر المستوى اللغوي في اللهجة المدروسة للطالب حليم (عيّنة الدراسة)، ما استلزم تصميم أدوات ومواد تدريسيّة، تمّ جمع أنجعها وأنجحها مع أغلب الطلاب، في هذا البرنامج النّاتج. جاءت هذه المواد التدريسية بعد تجريب الكثير من البرامج والطرق الأخرى، التي فشل بعضها ونجح بعضها الآخر خلال مدة تجاوزت السبع سنوات، وبالموازاة مع مراقبة تجاوب الطلاب معها، لأنّ البرنامج الذي يمكن أن ينجح مع طالب مُعَيَّن، ليس بالضرورة أن ينجح مع آخر، مع الأخذ بعين الاعتبار خصوصيّة التعليم عن بعد ولطالب واحد في الحصّة.
ولأنّ هذه الدراسة هي الأولى من نوعها بخصوص تدريس لهجة مدينة مشرية لغير الناطقين بالعربية، إلى غاية تاريخ كتابة هذه الأسطر، فكان يلزم وضعها في إطارها الجغرافي، التاريخي والثّقافي أولا، ثمّ تحليلها، لهذا تم أخذ ثلاثة نُصُوص من لهجة مدينة مشرية والقيام بتحليل الصوتيات والصرف والقواعد والمفردات، في كلّ منها. ما أكّد أنها لهجة عربية بنسبة كبيرة نظرا لتوافق الصّرف والصوتيات وحتى المفردات مع بعض الكلمات من لغات ولهجات أخرى. وجب التّنويه أنّ نسبة صفاء اللّهجة يمكنها أن تختلف من شخص لآخر حسب الخلفية الثقافية له ولأسرته الصغيرة (إنْ كانت الأم أو الزوجة من مدينة أخرى، الاطلاع على لغات أخرى من عدمه..). ثُمّ بناء على ما سبق ونتيجة تجريب الكثير من الطرق والأساليب التدريسية التي فشل بعضها ونجح بعضها الآخر خلال مسيرة تدريسية للباحثة دامَت أكثر من سبع سنوات، اقتصرَت على جمع ما نجح منها في عينة برنامج الطالب "حليم" الّذي حقق هدفه (القدرة على التواصل اليومي مع عائلته الكبيرة في الجزائر بلهجة جزائريّة) من دراسة اللهجة في مدة سبعة أشهر _ ما يُعْتَبَرُ إنجازا رائعا في مجال تدريس العربية للناطقين بغيرها _. فكان البرنامج الّذي شمِل اختبار مستوى في البداية واستبيان تحديد الأهداف والميولات، ثُمَّ دروس المستويات من A1 إلى B2، وبين كل مستوى وآخر كانت هناك اختبارات تحصيليّة يُحَدّد من خلالها إن كان الطالب سينتقل للمستوى التالي مباشرة أو يحتاج مراجعة بعض الأشياء أوّلا. واحتوى كل درسٍ على تمارين تفاعلية عبر نماذج غوغل، بحيث يستطيع كل طالب الإجابة والتحصّل على تقييم ذاتي بشكل آليّ. طبعا هذا خاص بالتعليم عن بُعد وبالدروس التي تكون شخصا لشخص، بحيث المُدرس يكون لديه طالب واحد في الساعة. ويمكن تكييف هذا البرنامج على حسب الميول والخلفيات والمعارف المسبقة لكل طالب. انتهى بحوار بسيط لحليم مع جدّته الأمازيغية. بعدما زار الجزائر بعد غياب طويل، حاملا بعضا من هويّته معه هذه المرّة (الدارجة)، حضَّرتْ له جدتُه طبق فواكه، ثُمَّ سألَته: عَجْبَك الرُّمَّان؟ أجاب: إيه، مليح. عجبني.
This study aimed to provide an initial reference or instructional program for teaching the Algerian Arabic dialect of the city of Mecheria to adult English-speaking learners. To achieve this objective, the researcher first adopted the descriptive approach to describe and analyze this dialect, followed by a quasi-experimental approach to present an applied model of an effective instructional program. This program was built upon the results obtained from the linguistic analysis of the dialect, as well as on monitoring the development of the learner’s linguistic proficiency in the studied dialect, represented by the student Halim (the study sample). This required the design of instructional tools and materials, from which the most effective and successful ones—as observed with the majority of learners—were selected and incorporated into the resulting program.
These instructional materials were developed after experimenting with numerous programs and teaching methods, some of which failed while others succeeded, over a period exceeding seven years, alongside continuous observation of learners’ responses. This is because a program that proves successful with one learner does not necessarily succeed with another, especially when taking into account the specific nature of distance learning and one-to-one instruction.
Since this study is the first of its kind—up to the time of writing—to address the teaching of the Mecheria dialect to non-Arabic speakers, it was necessary to situate the dialect within its geographical, historical, and cultural context before proceeding with its analysis. Accordingly, three texts from the Mecheria dialect were selected and analyzed at the phonetic, morphological, syntactic, and lexical levels. The analysis confirmed that the dialect is predominantly Arabic, given the strong correspondence of its morphology, phonetics, and core vocabulary with Arabic, despite the presence of some lexical items borrowed from other languages and dialects.
It should be noted that the degree of linguistic purity of the dialect may vary from one speaker to another depending on individual and familial cultural backgrounds (such as whether the mother or spouse is from another city, or exposure to other languages). Based on these findings, and following extensive experimentation with various teaching methods throughout the researcher’s teaching career spanning more than seven years, only the most successful approaches were incorporated into the program designed for the student “Halim.” This program successfully achieved its objective—enabling the learner to engage in daily communication with his extended family in Algeria using an Algerian dialect—within a period of seven months, which constitutes a remarkable achievement in the field of teaching Arabic to non-native speakers.
The program included an initial placement test and a questionnaire to identify learning objectives and preferences, followed by instructional levels ranging from A1 to B2. Between each level, achievement tests were administered to determine whether the learner could proceed directly to the next level or needed to review certain components first. Each lesson included interactive exercises delivered through Google Forms, allowing learners to respond and receive automated self-assessment. This program is specifically designed for distance learning and for individual, one-to-one instruction, in which the instructor works with a single learner per session. The curriculum is flexible and may be adapted to accommodate each learner’s interests, background, and prior knowledge.
The program concludes with a brief dialogue between Halim and his Amazigh grandmother. After returning to Algeria following a long absence—this time carrying with him an element of his identity, namely Darija—his grandmother prepares a plate of fruit for him and then asks, “Did you like the pomegranate?” He replies, “Yes, it’s good. I liked it.”