This study aims to analyze and compare school subjects to determine the extent to which critical thinking skills are being engaged in school subjects’ questions and activities in public education. Five Arab countries are included in this paper; Saudi Arabia, Kuwait, The Hashemite Kingdom of Jordan, Arab Republic of Egypt, and The Tunisian Republic, in elementary school levels (first, second, and third grades.)The study found that all Arab countries focus on operating inductive reasoning skills in their subjects, followed by reasoning and observation, sequentially, while dismissing credibility and assumptions skills. Saudi Arabia focused on developing critical thinking skills in science textbooks for the past three academic years, while Kuwait had the same focus on their Arabic language classes. Both the Hashemite Kingdom of Jordan and Egypt have paid a measurable attention to engaging critical thinking skills in Mathematics and the Arabic language, as well as Tunisia in their science textbooks. The least effective subjects in operating critical thinking skills were the Arabic language in Saudi Arabia, science in Kuwait, Domestic Economics in Egypt, and Islamic education in Jordan and Tunisia.

This research tries to investigate the technical contribution on improving the social interaction of hearing-impaired children from low income families in Saudi Arabia. It compares the social interaction skills of hearing-impaired children who do and do not have access to IPads. To achieve the goals of the study; seventeen children aged five-years-old were given access for the first time to iPads to enhance their social skills.The researcher downloaded 10 educational games on to the iPads and gave each family one iPad whom their child was required to play with the iPad for three hours daily. The researcher used the Child's Social Interaction Scale CSIS as a pre-or post-application measurement to assess the hearing-impaired children's social interaction skills.Results of the study showed that hearing-impaired children can make all behaviours that are essential to successful social interaction. Also, these children become more sociable, saying thank you, apologising to others, following rules and waiting for a turn. In light of the results, the researcher recommended commercial companies who create games for children to pay attention to hearing-impaired children and develop techniques to help them play with these games in order to develop their interaction social skills alongside normally hearing children.

This study tried to investigate the occurrence of the four dimensions of citizenship (national affiliation, socio-family affiliation, socio-school affiliation, and media affiliation) among three different curricula (Self -Learning, Montessori, and Bawakeer) which are taught for children enrolled in public and private kindergartens in Riyadh-Saudi Arabia. In other words, this study aims at identifying the impact of these educational curricula on instilling and developing citizenship among children. The study sample was 167 children (63 male and 104 female); 73 children were taught using the Self-Learning curriculum, 43 children were taught using a Bawakeer curriculum, and 51were taught the Montessori curriculum. Results showed statistically significant differences at (α=0.05) in Self-Learning curriculum group compared to the other two curricula. The study did not reveal genderbased differences in citizenship. In light of the results of the current study, the researcher recommended all kindergartens in Saudi Arabia to adopt Self-Learning curriculum to ensure loyalty of the future generation to their country. On the other hand, she encouraged other researchers to explore the importance of developing loyalty among children through different curricula in use. More over, she suggested conducting longitudinal studies to investigate citizenship development among gender at various age levels in order to provide deeper understanding regarding the effectiveness of kindergartens' different curricula.

No abstract