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Exploring the New Social Studies Curriculum at the Third Cycle of Basic Education: Interviews with Curriculum Planners in Erbil Sulaymaniyah and Duhok in Iraq Qolamani, Khalid Ilias Basheer; Kaya, Erol
Aksara: Jurnal Ilmu Pendidikan Nonformal Vol 10, No 1 (2024): January 2024
Publisher : Magister Pendidikan Nonformal Pascasarjana Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/aksara.10.1.495-526.2024

This study examines the new social studies curriculum in Iraq's basic education system,specifically in Erbil, Sulaymaniyah and Duhok. The reform, informed by constructivistlearning and critical pedagogy, integrates subjects like history and geography to promotecivic responsibility and global awareness. The study, based on interviews with curriculumplanners, explores the motivations and theoretical underpinnings of this reform. It alsoaddresses the practical challenges of implementation, such as resource allocation, teachertraining and cultural adaptations. The curriculum aims to foster critical thinking andinclusivity, balancing global perspectives with local contexts. Challenges highlightedinclude financial constraints and logistical issues in dealing with sensitive topics. Thisstudy underscores the importance of continuous improvement, stakeholder collaborationand adaptive strategies in educational transformation.

Empowering Social Studies Education: The Role of M-learning in Fostering Motivation and Well-being Qolamani, Khalid Ilias Basheer; Abdullah, Saman Ahmed; Rajab Rekani, Mohammed Qais
Amalee: Indonesian Journal of Community Research and Engagement Vol 5 No 2 (2024): Amalee: Indonesian Journal of Community Research and Engagement
Publisher : LP2M INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/amalee.v5i2.3983

Mobile learning (m-learning) offers new possibilities for enhancing motivation and well-being in social studies education. This literature review synthesizes current research on using mobile technologies in K-12 and higher education social studies contexts. Systematic searches yielded 37 empirical studies that were analyzed. Findings indicate emerging interest in m-learning for active learning opportunities leveraging mobile affordances. Student motivation may be increased through engagement, personalization, and bridging formal/informal learning. Well-being can potentially improve via reduced anxiety, social connections, and flow states. However, equitable access, teacher training, privacy, assessment, and curriculum integration require consideration. Gradual implementation, aligning activities to objectives, and promoting digital citizenship are advised. More rigorous research is needed to establish impacts on higher-order thinking and competencies. Harnessed effectively, mobile devices may reinvigorate social studies by connecting school to students’ lives.

The Digital Revolution in Higher Education: Transforming Teaching and Learning Qolamani, Khalid Ilias Basheer; Mohammed, Mohammad Mahdi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 15 No 2 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v15i2.3905

Digital transformation in higher education has dramatically disrupted conventional teaching and learning models. This review traces the evolution of educational technology over the past few decades. It analyzes how tools such as learning management systems, data analytics, online learning, and artificial intelligence impact pedagogy, student experience, educator roles, and institutional learning. The great potential of technology to enhance learning is also discussed, along with the ongoing challenges of justice, ethics, and human relations in its application. Current and emerging technologies and their implications for key stakeholders are examined. This study uses a multi-faceted methodology to investigate digital transformation in higher education: Historical Analysis, Technology Review Case Studies, Stakeholder Surveys, and Ethical and Social Implications. Predictive modelling and trend analysis are performed to project higher education's future digital transformation trajectory, which includes analysis of new technologies, potential disruptions, and the evolving needs of the education sector. The review brings together insights from academic literature, industry publications, and the digital transformation of higher education over the past few decades, which has been widespread and measurable. Early adopters of technologies such as analytics, AI, and immersive media will be best positioned to improve the student experience in the future. However, carefully applying and considering students' needs and equality is essential to avoid marginalized groups.

Factors Affecting Implementation and Perceived Changes in the New Social Studies Curriculum: Erbil, Sulaymaniyah and Duhok Regions in Iraq as an Example Qolamani, Khalid Ilias Basheer; Kaya, Erol; Ünlü, İhsan; Kaşkaya, Alper
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 15, No 1 (2025)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v15i1.12335

This study investigates the factors affecting implementation and perceived changes in the New Social Studies Curriculum across Erbil, Sulaymaniyah, and Duhok regions in Iraq. Through semi-structured interviews with twenty social studies teachers, the research identifies and analyzes key implementation factors including resource availability, time constraints, teacher training, student engagement, assessment methods, administrative support, and curriculum alignment. The findings reveal significant implementation challenges related to curriculum complexity, teacher preparedness, and regional variations in resource distribution. Teachers reported evolving professional roles, from content delivery to facilitating critical thinking, fostering historical empathy, and promoting cultural appreciation. The study contributes to curriculum implementation theory by demonstrating how contextual factors in post-conflict settings influence reform efforts, while providing evidence-based recommendations for enhancing professional development, resource provision, and administrative support to improve implementation effectiveness across the three regions.

Empowering Social Studies Education: The Role of M-learning in Fostering Motivation and Well-being Qolamani, Khalid Ilias Basheer; Abdullah, Saman Ahmed; Rajab Rekani, Mohammed Qais
Amalee: Indonesian Journal of Community Research and Engagement Vol. 5 No. 2 (2024): Amalee: Indonesian Journal of Community Research and Engagement
Publisher : LP2M INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/amalee.v5i2.3983

Mobile learning (m-learning) offers new possibilities for enhancing motivation and well-being in social studies education. This literature review synthesizes current research on using mobile technologies in K-12 and higher education social studies contexts. Systematic searches yielded 37 empirical studies that were analyzed. Findings indicate emerging interest in m-learning for active learning opportunities leveraging mobile affordances. Student motivation may be increased through engagement, personalization, and bridging formal/informal learning. Well-being can potentially improve via reduced anxiety, social connections, and flow states. However, equitable access, teacher training, privacy, assessment, and curriculum integration require consideration. Gradual implementation, aligning activities to objectives, and promoting digital citizenship are advised. More rigorous research is needed to establish impacts on higher-order thinking and competencies. Harnessed effectively, mobile devices may reinvigorate social studies by connecting school to students’ lives.

The Digital Revolution in Higher Education: Transforming Teaching and Learning Qolamani, Khalid Ilias Basheer; Mohammed, Mohammad Mahdi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 15 No. 2 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v15i2.3905

Digital transformation in higher education has dramatically disrupted conventional teaching and learning models. This review traces the evolution of educational technology over the past few decades. It analyzes how tools such as learning management systems, data analytics, online learning, and artificial intelligence impact pedagogy, student experience, educator roles, and institutional learning. The great potential of technology to enhance learning is also discussed, along with the ongoing challenges of justice, ethics, and human relations in its application. Current and emerging technologies and their implications for key stakeholders are examined. This study uses a multi-faceted methodology to investigate digital transformation in higher education: Historical Analysis, Technology Review Case Studies, Stakeholder Surveys, and Ethical and Social Implications. Predictive modelling and trend analysis are performed to project higher education's future digital transformation trajectory, which includes analysis of new technologies, potential disruptions, and the evolving needs of the education sector. The review brings together insights from academic literature, industry publications, and the digital transformation of higher education over the past few decades, which has been widespread and measurable. Early adopters of technologies such as analytics, AI, and immersive media will be best positioned to improve the student experience in the future. However, carefully applying and considering students' needs and equality is essential to avoid marginalized groups.

Mastering Advanced Qualitative Research Methods in Social Studies Qolamani, Khalid Ilias Basheer
Al-Adabiya: Jurnal Kebudayaan dan Keagamaan Vol. 18 No. 2 (2023): Al-Adabiya: Jurnal Kebudayaan dan Keagamaan
Publisher : LP2M Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/adabiya.v18i2.3846

This study delves into the intricate domain of advanced qualitative research methods in social studies, highlighting their growing significance in studying multifaceted social phenomena. The paper offers a comprehensive overview of foundational principles and core techniques required for rigorous qualitative investigation, encompassing varied research designs such as ethnography, grounded theory, and narrative inquiry. Techniques for data collection, including in-depth interviews, focus groups, and participant observation, are explored, along with strategies ensuring research quality, such as validity, reflexivity, and triangulation. Analytical methods, from coding to thematic analysis, are discussed, with an emphasis on the utilization of software tools. The article underscores the ethical imperatives of the qualitative research process, addresses challenges like subjectivity and generalizability, and points toward emerging trends, including digital qualitative research and interdisciplinary approaches. In conclusion, it asserts that mastering qualitative methods demands a profound commitment to reflective and ethical practices, ensuring rich insights into human experiences for social studies scholarship.

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