SYSTEMATIC EVALUATION AND ANALYSIS OF LIFE SKILLS AND ISLAMIC EDUCATION FOR THE EXTENT TO WHICH THEY INCLUDE FUTURE SKILLS AND THEIR COMPATIBILITY WITH OMAN VISION 2040

Abstract

This analytical study discussed the extent to which the units and lessons of the life skills and Islamic education curricula include future skills, and their compatibility with Oman Vision 2040. The problem is in the massive information revolution that the world is witnessing, and the radical changes that followed in all aspects of life, which emphasized the need to keep up with the skills of the independent, and to develop the educational system and educational curricula. Being as one of the main pillars influencing economic and cultural progress and all areas of life, the study aimed to analyze the units and lessons of the life skills and Islamic education curriculum; To reveal the future skills included in the two curricula, the study also sought to reveal the compatibility of the developed curricula with Oman Vision 2040. The two researchers used the analytical descriptive approach using a content analysis card, to analyze the life skills curriculum books for grades (1-10) and the Islamic Education curriculum for grades (1-6). The researchers also adopted the qualitative approach using the interview, applied to a sample of (12) male and female teachers. They were chosen by the intentional method according to demographic variables. The results of the study concluded that the books of the two curricula developed included future skills; Which was referred to in the document of the twenty-first century for the Omani academic curricula, and the results indicated that: the curricula of the first cycle included the basic curricula; such as reading, writing and arithmetic more than the rest of the skills, and that the curricula of the second cycle included applied skills; Such as critical thinking, problem solving, responsibility, creativity and innovation, to a greater extent than the rest of the skills. The results also showed that the technical skills were included in the developed curricula only, and to a lesser extent than the rest of the skills. The study concluded with several recommendations, most notably: making a change in the out-ofdate curricula to keep pace with future skills, as indicated in the document, and proposing a professional standards program for developing future skills in accordance with Vision 2040 and training teachers on them.