A COMPARATIVE STUDY OF SELF-DIRECTED LEARNING CURRICULA BASED ON EDUCATIONAL MODULES VERSUS THE NATIONAL SURVEY APPROACH IN PRESCHOOL EDUCATION.
Early childhood education (ECE) in Saudi Arabia has undergone significant reform as part of Vision 2030, with the introduction of a new national curriculum framework alongside the continued use of the traditional selflearning curriculum. This study aimed to compare the effectiveness of the national...
| Publicado en: | Scientific Culture Vol. 12; no. 2, Part 1; pp. 76 - 86 |
|---|---|
| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
University of the Aegean
2026
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=191995727&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 191995727 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 24080071 I6HU jtl: Scientific Culture issn: 24080071 maglogo: N pubinfo: dt: 2026 vid: 12 iid: 2, Part 1 pid: 47715 pub: University of the Aegean artinfo: ui: 191995727 10.5281/zenodo.122.1267 ppf: 76 ppct: 10 formats: tig: atl: A COMPARATIVE STUDY OF SELF-DIRECTED LEARNING CURRICULA BASED ON EDUCATIONAL MODULES VERSUS THE NATIONAL SURVEY APPROACH IN PRESCHOOL EDUCATION. aug: au: Mansour, S. B. Almheidat, Naela Ahmad Aqeel, Nehal Abutiraima, Somia Yousif Ahmed Mohamed, Azza Abd Elmonem Radwan Labib, Sabrin Abdelaty affil: Associate Professor of Child Mental Health, Department of Kindergarten, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia. Lecturer of Educational Sciences, Qatar University, Doha, Qatar. Assistant Professor, Independent Researcher. Assistant Professor, Department of Kindergarten, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia. Assistant Professor of Kindergarten, Al Baha University, Saudi Arabia. Department of Early Childhood, College of Education, Imam Abdulrahman Bin Faisal University, The Kingdom of Saudi Arabia. su: Preschool education National curriculum Autodidacticism Early childhood education Learning modules Teaching methods Curriculum evaluation Saudi Arabia sug: subj: Saudi Arabia Preschool education National curriculum Autodidacticism Early childhood education Learning modules Teaching methods Curriculum evaluation keyword: Child-Centered Pedagogy Early Childhood Education Emergent Curriculum Montessori National Curriculum Reggio Emilia Self-Learning Curriculum Teacher–Learner Roles Teaching Strategies Vision 2030 ab: Early childhood education (ECE) in Saudi Arabia has undergone significant reform as part of Vision 2030, with the introduction of a new national curriculum framework alongside the continued use of the traditional selflearning curriculum. This study aimed to compare the effectiveness of the national survey-based curriculum and the module-based self-learning curriculum in preschool education. Using a descriptive analytical approach, data were collected from kindergarten teachers to evaluate curriculum content, teaching strategies, and teacher–learner roles. The findings revealed no statistically significant differences between the two curricula in terms of content and teacher–learner roles, indicating that both frameworks provide scientifically accurate material and balanced classroom dynamics. However, significant differences were observed in teaching strategies, with the self-learning curriculum perceived as more developmentally appropriate and easier to implement. These results align with international evidence supporting child-centered and flexible approaches, such as Montessori, Reggio Emilia, and emergent curriculum models. The study concludes that while the national curriculum aligns with international standards and cultural values, integrating elements of the self-learning curriculum could enhance its applicability and effectiveness. Recommendations include curriculum integration, expanded teacher training, improved resource provision, and alignment with Vision 2030 goals of fostering creativity, critical thinking, and cultural identity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
|---|