The present research aims to explore the impact of “problem-based learning” on “self-learning skills” of students in the College of Medicine, Prince Sattam Bin Abdulaziz University. We use analytical descriptive method and applied the scale of “self-learning skills” on the study sample including 114 students from Medicine College divided into two groups. The first group is consisted of 63 students from third and fourth levels who are taught through problem-based learning. The second group is comprised of 51 students from fifth and sixth levels who are taught through traditional methods. The results of the study have showed that statistically significant differences are found between the both groups and put problem-based learning is found superior over the traditional one. Moreover, we find that the effect degree of strategy on the self-learning skills is varied. The effects are found strong on skill-development of information management and implementation of learning strategies. While, moderate impacts are found on Attitude Towards Learning (ATL), Learning Responsibility )LR(, Motivation and Self-confidence (MS), ability to Plan Learning (PL), ability to Use Learning Opportunities (ULO), Assessment of Learning Process (ALP) and evaluation of learning of success/results.

This study aimed to reveal faculty members' impressions of the effectiveness of a sustainable professional development model derived from accelerated learning principles. The semi-experimental approach and its approved descriptive and analytical approaches collect data through a questionnaire directed at a study sample of 55 members from the Faculty of Education at Prince Sattam Bin Abdulaziz University in Saudi Arabia. The study used descriptive statistics to describe frequencies, ratios, means, and standard deviations, and Cronbach's alpha coefficient, Pearson correlation coefficient, independent-samples t-test, and one-way analysis of variance (ANOVA). The study results indicate a consensus about the model's effectiveness as applied at the institutional and individual levels, and there are no statistically significant differences in impressions due to gender, age, work experience, or academic degree. The study reached the conclusion that examining the applied model for professional development based on accelerated learning principles showed that investing in information and communication technology was effective within the study's limits. However, to evaluate the effectiveness of the application, the study recommended that the researchers should evaluate all dimensions of the professional development model in different contexts and enrich the educational research library with more professional development studies and models for applying the accelerated learning principles.   Received: 2 August 2022 / Accepted: 7 October 2022 / Published: 5 November 2022

According to the Next Generation Science Standards, the study sought to determine the reality of professional development programs for middle school science instructors in Al-Kharj Governorate, Saudi Arabia (NGSS). One of the study's most significant findings is that professional development programs for science teachers in the intermediate stage include central ideas according to the next-generation standards NGSS to a high degree, and teachers gain common and interrelated concepts. There are (135) science teachers in middle school schools in Al-Kharj Governorate. One of the most significant recommendations of the study was that professional development programs should be based on teachers' understanding of the foundations and principles of the central ideas. The need to enable the analysis of the critical concepts of geometry and technology is a must and must include activities to implement the principle of causation. Science teachers acquire scientific and geometric practices to a high degree under generation standards. Help them improve their abilities to choose contemporary models for science topics and teach them how to create geometric solutions to real-world science problems.

The current study aimed to evaluate the ability of the programs at the Faculty of Science at Prince Sattam bin Abdulaziz University (Biology, Chemistry, and Physics) in developing the competencies necessary for practical life in the 21st century. This was assessed from the perspective of the faculty members and aimed to provide recommendations for the improvement of the curriculum and plans to enhance these competencies. The study adopted an analytical-descriptive approach, which involved analyzing existing frameworks and literature to determine the key principles of competency-based learning and the necessary competencies and skills for life and work in the 21st century. A questionnaire was designed and administered to the faculty members to gauge the availability of these principles and competencies in the curricula of the programs at the Faculty of Science. The results of the study revealed that the competencies of the students in the Faculty of Science were moderate for most competencies and that the curriculum and learning process were not in line with the principles of competency-based learning. This was noted by the faculty members, who stated that their consistency with these principles was moderate. Based on the results of the study, the main recommendation is for the curricula and plans for the programs at the Faculty of Science to be updated to better align with the principles of competency-based learning. This would help to ensure that the graduates are equipped with the necessary competencies and skills to meet the challenges of life and work in the 21st century.   Received: 20 February 2023 / Accepted: 16 April 2023 / Published: 5 May 2023