Educational and Psychological Sciences Series

The Degree to which Soft Skills are Included in the Vocational Education Curriculum for the eighth Grade in Jordan

Maha A. Shdeifat — Mon, 30 Mar 2026 00:00:00 +0200

Abstract

This research aimed to identify the extent to which soft skills are incorporated into the vocational education curriculum for the eighth grade in Jordan. A descriptive-analytical approach was used, and the sample consisted of the eighth-grade vocational education textbook (first and second semesters). To achieve this objective, the researcher designed a list of soft skills comprising nine skills: critical thinking and problem-solving skills, communication and media skills, professional skills, leadership skills, interpersonal skills, life skills, job skills, digital skills, and dependent learning skills. The results showed that leadership skills were listed first (203 times), followed by professional skills (176 times), communication skills (100 times), job skills (70 times), dependent learning skills (50 times), communication and media skills (31 times), critical thinking and problem-solving skills (14 times), life skills (8 times), and finally, digital skills (1 time). The study concluded with a set of recommendations, the most important of which is: redistributing the content of the textbook to ensure a greater balance between all areas of skills, especially digital skills, critical thinking skills and problem-solving skills, given their importance in 21st-century skills.

Moral anxiety and its relationship to achievement motivation among Mu’tah University students

Shatha F. Al-Majali — Mon, 30 Mar 2026 00:00:00 +0200

This study aimed to identify moral anxiety and its relationship to achievement motivation among Mu’tah University students. To achieve the study objectives, a stratified cluster random sample consisting of (751) male and female students was selected during the second semester of the academic year (2024/2025). The descriptive analytical approach was employed.

The study concluded that the level of moral anxiety was moderate, that achievement motivation among Mu’tah University students was high, and that there was a negative correlation between moral anxiety and achievement motivation among Mu’tah University students. Moral anxiety explained 53.2% of students' achievement motivation. The study recommends that Mu’tah University provide scientific, athletic, and recreational activities, programs, and events that help students alleviate moral anxiety and improve their motivation.

The Degree of Availability of Quality Indicators in The Behavior-Intervention Plans Presented to Students with Disabilities in Special Education Centers in Jordan

Ahmad Algolaylat — Mon, 30 Mar 2026 00:00:00 +0200

This study aimed to assess the availability of quality indicators in the Behavior-Intervention Plans (BIPs) presented to students with disabilities in Jordan's special education centers. The sample included 138 BIPs from 32 centers. To achieve the study's objective, a tool called Indicators in the Behavior-Intervention Plans was developed, comprising 31 indicators across eight dimensions: identification and definition of target behavior, measurement of target behavior, functional behavior analysis, goal setting, plan design, plan implementation, plan effectiveness evaluation, and communication. The tool was designed with proper validity and reliability to evaluate the BIPs. Results showed that the applicability of quality indicators in BIPs was average (µ = 1.20). Three domains were rated highly applicable among the eight dimensions: functional behavior analysis, target behavior identification and definition, and communication. The remaining five domains—measuring the target behavior, implementing the plan, evaluating its effectiveness, and computational planning—were rated as having an average level of applicability.

الجعافرة أثر تطبيقات الذكاء الاصطناعي في إدارة عمليات التعلم والممارسات التدريسية في تحسين جودة التعلم لدى معلمي الفيزياء في الأردن

itemad jaafreah — Mon, 30 Mar 2026 00:00:00 +0200

ABSTRACT

Objectives: This study aimed to investigate the impact of artificial intelligence applications in learning management and teaching practices on improving learning quality among physics teachers in Jordan, while determining the moderating role of perceived usefulness of artificial intelligence.

Methods: The study adopted a descriptive correlational approach with a stratified random sample of 342 physics teachers from public and private schools in Jordan. A developed questionnaire consisting of 41 items was used for data collection, and its validity and reliability were verified using multiple indicators. Data were analyzed using hierarchical regression analysis and Smart PLS with 5000 bootstrapping for robustness testing.

Results: The results showed that the level of physics teachers' use of artificial intelligence applications in learning management and teaching practices was moderate (M = 3.42, M = 3.38, respectively), while the level of learning quality and perceived usefulness was high (M = 3.89, M = 4.12, respectively). Hierarchical regression analysis revealed a statistically significant positive impact of artificial intelligence applications use on learning quality, where independent variables explained 58.4% of the variance in learning quality, rising to 68.7% when interaction variables were included. The results showed a statistically significant moderating effect of perceived usefulness on the relationship between artificial intelligence use and learning quality (β = 0.18, p < 0.01).

Conclusions: The study confirms the positive impact of AI applications on learning quality in physics education, with perceived usefulness playing a crucial moderating role. Despite high perceived benefits, actual usage remains moderate, indicating the need for comprehensive training programs and institutional support to maximize the potential of AI technologies in physics education.