Muhammad Salama almarayat


This study aims to measure the extent of the adoption of creative teaching skills in the vocational education curriculum at the primary stage in Jordan, focusing on analyzing this adoption in the context of the knowledge economy. A questionnaire was used to collect data from the study sample of 275 male and female teachers. Primary schools in Tafila Governorate, and the study relied on the descriptive analytical approach, where the data collected through the questionnaire was analyzed using the statistical analysis program SPSS. The results showed that the extent to which we build creative teaching skills in the vocational education curriculum at the stage of Primary school came with a high score, and the results showed that there were statistically significant differences at the level (α = 0.05) between the arithmetic averages of the degree of practicing creative teaching skills among the study sample due to the years of experience variable, while there were no differences due to the variables gender and qualification. Scientific. Based on the results, expanding training programs to include all teachers and paying special attention to integrating creative teaching concepts into the curriculum is recommended. It is also preferable to integrate these skills further at various levels of education to ensure a positive impact on the student learning experience.


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creative teaching skills, vocational education, primary stage, knowledge economy

Quality of School Education Research