Ahmed Alismail Halah
Faculty of Education, Curriculum and Instruction Department, King Faisal University, Al Ahsa 31982, Saudi Arabia.
Heliyon. 2023 Aug 24;9(9):e19275. doi: 10.1016/j.heliyon.2023.e19275. eCollection 2023 Sep.
During the COVID-19 pandemic, Saudi Arabia, similar to other governments, discontinued face-to-face learning in favor of distance learning. The pandemic has had serious ramifications for K-3 education, and the impact of distance learning on 21st century skill attainment are important issues to explore. Using the Saudi Arabia context, this paper investigates teachers' perspectives regarding the implementation of online education to support 21st century skills in the COVID-19 pandemic era for K-3 elementary school students. A qualitative research methodology was applied in this study. A semi-structured interview was conducted to collect data from five K-3 female teachers who implemented online education during the pandemic. Three themes emerged from the findings: 1) effects of the pandemic as related to online teaching for attainment of 21st century skills, 2) elaboration of best practices for online teaching to facilitate such attainment, and 3) challenges that exist for distance learning and student acquisition of 21st century skills. Therefore, the findings suggest that elementary teachers should find opportunities for elementary students to experience distance learning as an ongoing learning solution in order to incorporate innovative strategies that enhance their 21st century skills.
在新冠疫情期间，沙特阿拉伯与其他国家政府一样，停止了面对面教学，转而采用远程学习。这场疫情对幼儿园至三年级（K-3）的教育产生了严重影响，远程学习对21世纪技能培养的影响是值得探讨的重要问题。本文以沙特阿拉伯为背景，调查了教师对于在新冠疫情时代实施在线教育以支持幼儿园至三年级小学生21世纪技能培养的看法。本研究采用了定性研究方法。通过半结构化访谈，从五名在疫情期间实施在线教育的幼儿园至三年级女教师那里收集数据。研究结果出现了三个主题：1）疫情对通过在线教学培养21世纪技能的影响；2）阐述促进此类技能培养的在线教学最佳实践；3）远程学习以及学生获取21世纪技能方面存在的挑战。因此，研究结果表明，小学教师应该为小学生寻找机会，让他们体验远程学习作为一种持续的学习解决方案，以便融入能够增强他们21世纪技能的创新策略。
