A Cross-Sectional Study of Health and Social Life Skills In 9th Grade Arabic Language Curriculum in Palestine

Abstract

The study aimed to examine the extent to which the Arabic language curriculum for the ninth grade in Palestine incorporates health and social life skills, and to propose a vision for integrating these skills into the curriculum. To achieve this, the researcher employed Content Analysis method and utilized a content analysis card for health and social skills, whose validity and reliability were verified using the Holsti formula over time. The reliability coefficient for health skills was 90%, while that for social skills was 85.7%. The findings of the study revealed that health life skills were included with a total of 72 instances, and social life skills with a total of 90 instances in the Arabic language textbook. The study emphasized the importance of forming a national specialized team to integrate these skills into the Arabic language subject. It also recommended the inclusion of health life skills—particularly those related to first aid, quitting harmful games, avoiding smoking and drugs, and maintaining personal hygiene—as well as the inclusion of social life skills that foster positive attitudes toward interacting with individuals with special needs and offering apologies to others. Furthermore, it called for the systematic and well-planned development of Arabic language curricula in light of these skills by a team specialized in national curriculum design, The study was distinguished by its innovation in integrating these skills into the elements of the Arabic language, its objectives, content, activities, advice, teaching methods, and assessment methods for grades five through ten. It took into account depth, sequence, and continuity in presenting these skills without relying solely on analysis.