One of the educational objectives of Saudi Arabia's Vision 2030 is to develop students who are creative and critical thinkers. The present study thus examined Saudi elementary teachers' reflective thinking, based on the ideas that teachers who possess reflective thinking will have direct influence on their students' thinking, and that reflective thinking is closely related to critical and creative thinking. The study looked at four variables, lifelong learning, self-awareness, self-belief, and teaching awareness, testing each variable's influence on teachers' reflective thinking skills. The study adopted and utilized the instrument of reflective thinking developed by Choy, Yim, and Tan (2017) creating a survey to examine these relationships. The study found that only two of the constructs, teaching awareness and self-awareness, have a significant relationship with reflective thinking. Self-belief and lifelong learning were found to have no significant relationship with reflective thinking. The results suggest that it is necessary to incorporate activities and practices that foster reflective thinking into teacher preparation programs. It is suggested to conduct further research in order to identify what factors influence teachers' reflective thinking and to compare teachers of different students' ages. Contribution/Originality: This research is one the very few studies that investigated reflective thinking among female Saudi teachers. The findings of the study revealed the current stage of reflective thinking among elementary teachers in Saudi Arabia. The Ministry of Education and teacher educators can use these data to re-evaluate teacher training programs and provide in-service teachers with training programs to practice reflective thinking. In addition, the research report pointed out that Saudi Arabia has limited research sources in this field and needs to be expanding on it. teaching practices (Kalantari & Kolahi, 2017). John Dewey introduced the term-reflective thinking‖ and defined it as a process in which a teacher recognizes a problem, thinks about it, evaluates it, and finally reflects on it. The purpose of reflective thinking is therefore to develop consciousness and improve teaching practices. Without exception, teaching as a career calls for a great deal of self-reflection and the ability to tailor solutions to specific situations in a classroom. It is not only necessary for

The present paper defines general curriculum requirements in higher education. It focuses on the history of the arguments that make up general curriculum requirements starting from the Yale Report 1828 to the recent perspectives on general curriculum. The purpose of the review is to illustrate that what defines knowledgeable person is determined by the value and the philosophy of the culture of the institution. The paper concludes with Stark's academic plan as a model universities can utilize as a check list for what ought to be included in the general curriculum requirements for undergraduate education.

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Teacher education program has an important role in providing student teachers with current practices related to assessment theoretically and practically. The current study aimed to investigate Saudi female student teachers' knowledge and attitudes towards using alternative assessment methods atPrincess Nourah bint Abdulrahman University (PNU). The participants were 105 senior student teachers majoring in primary education at the college of education in Saudi Arabia.To examine the research questions, the participants responded to items that measure their attitudes towards using assessment methods,and they also responded to items that test their knowledge about the methods that define alternative assessment. The researchers utilized descriptive analysis methods using means and standard deviation. Analysis of the relationship between student teachers' attitudes and knowledge were also conducted. The results showed that student teachers have negative attitudes towards using alternative assessment methods and they were unsure about the methods that define alterative assessment. Recommendations were provided for teacher preparation programs educators.

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