Extent to Which Technology, Information, and Media Skills Are Included in Arabic Language Textbooks for the Middle School Stage: An Analytical Study

Abstract

This study aimed to investigate the extent to which technology, information, and media skills are included in Arabic language textbooks for the middle school stage prescribed by the Iraqi Ministry of Education for the current academic year. To achieve this objective, the study adopted a descriptive approach using content analysis. The researcher developed a criterion-based analysis tool (an analysis card) that included the procedural indicators for technology, information, and media skills. Its face and logical validity were verified by presenting it to a panel of experts and reviewers. In addition, the tool’s reliability was confirmed over time and through external raters, yielding high and educationally acceptable percentages.The study population and sample consisted of the official Arabic language textbooks for the grades: First, Second, and Third Middle School, including all their parts, reading content, activities, and related exercises. “The idea” was adopted as the unit of analysis and observation.The results of the statistical analysis revealed significant variation and overall weakness in the degree to which these contemporary skills are embedded within the curriculum content. Technology skills received low ratings and were limited to marginal presence through attached guidance related to activities. In contrast, information skills showed a moderate presence through traditional reading comprehension questions.Meanwhile, the results showed a sharp decline and near absence in indicators related to media culture and critical awareness—particularly regarding the ability to break down discourse and to assess the credibility of digital news. This reflects the absence of an integrated vision for embedding 21st-century skills within the structure of the language curriculum.In light of this, the study proposed a set of procedural recommendations, most notably the necessity of reviewing and developing Arabic language textbooks for the middle school stage in Iraq, and enriching them with living texts and activities that build digital and media competencies among youth, along with suggestions for complementary future research.