Building a Normative Framework for Thinking Methodologies in Addressing Contemporary Educational Problems

Abstract

This research aims to build a normative framework for thinking methodologies in addressing contemporary educational problems. This is achieved by identifying its philosophical, epistemological, and methodological foundations, deriving its criteria and indicators, and verifying their scientific validity, ultimately leading to the development of a framework applicable in educational institutions. The research adopted a descriptive-analytical approach. The research population included experts and faculty members from colleges of education in Iraqi universities, while the research sample comprised 30 experts who were purposefully selected. To collect data, the researcher designed a questionnaire to validate the normative framework. The framework's validity was verified through content and appearance validation, and its reliability was established using Cronbach's alpha coefficient, which was 0.94. The data analysis also employed agreement ratios, weighted averages, relative weights, and content validity coefficients. The results demonstrated the development of a comprehensive normative framework comprised of seven main criteria encompassing 64 sub-indicators. All criteria achieved high levels of agreement, confirming the framework's applicability. The criterion for analyzing the educational problem ranked first in importance, followed by the criterion for selecting an appropriate thinking style. This reflects the importance of a scientific diagnosis of the problem and the selection of an appropriate thinking style, emphasizing the integration of thinking methods, objectivity, evidence-based reasoning, flexibility, and continuous assessment. The research recommends adopting the proposed normative framework as a scientific reference in educational institutions and utilizing it in developing programs for preparing educational leaders and teachers. It also recommends conducting field studies to verify its effectiveness in diverse educational settings.