1. Strengthen the scientific and social status of the teacher, recognizing their distinguished role in building both the individual and society.
2. Foster the student’s personality, talents, and intellectual and physical abilities, while enabling positive engagement with knowledge-based, technological, and informational transformations.
3. Prepare students to become active members in the development of their society, cultivate skills of objective critical analysis, reinforce adherence to scientific approaches in teaching, research, and problem-solving, and ensure readiness at both the academic and practical levels.
4. Promote religious and ethical values, positive behaviors, respect for human rights and freedoms, as well as principles enshrined in international conventions and national legislation regulating human rights, while strengthening the values of citizenship.
5. Provide a safe and supportive environment for education and school health.

In addition to these objectives, Palestine Ahliya University aspires for this program to contribute to the following specific goals:

1. Enable graduates to adapt to challenging educational environments under the conditions of occupation, and to transform them, as much as possible, into safe and supportive spaces.
2. Equip graduates, in light of the unique circumstances of the Palestinian people, with the necessary knowledge of lower basic education curricula—particularly those focused on individualized learning, mastery-based education, and both synchronous and asynchronous technology-enhanced learning.
3. Familiarize graduates with various forms of alternative/ authentic assessment in addition to traditional evaluation, while introducing them to digital and electronic assessment tools and applications, including artificial intelligence-based technologies.
4. Employ pedagogical and technological strategies that are compatible with the characteristics and abilities of students, including digital platforms and AI applications.
5. Provide graduates with social skills that qualify them to communicate effectively with parents and local community institutions.
6. Prepare graduates with a high level of knowledge and diverse skills in the field of education, including strategies for addressing various academic learning difficulties, as well as exposure to programs designed for gifted students, slow learners, and others with specific educational needs.

The program is designed for students who have obtained the General Secondary Education Certificate (Tawjihi) or its equivalent, as well as holders of academic degrees who are currently engaged in teaching or training and wish to obtain an additional qualification that prepares them to work effectively with learners with special educational needs. Graduate Profile Graduates of the program are expected to demonstrate the following competencies:

1. Ability to adapt to challenging educational environments under the conditions of occupation and to transform them, as much as possible, into safe and supportive learning spaces.
2. Acquisition of the necessary knowledge of lower basic education curricula, with particular emphasis on individualized learning, mastery-based education, and synchronous and asynchronous technology-enhanced learning, in view of the unique circumstances of the Palestinian people.
3. Familiarity with various forms of alternative/authentic assessment in addition to traditional methods, including competence in the use of digital and electronic assessment tools and artificial intelligence applications.
4. Effective employment of pedagogical and technological strategies suited to students’ characteristics and abilities, including digital platforms and AI-based applications.
5. Mastery of social skills enabling effective communication with parents and local community institutions.
6. High-level preparation in knowledge and skills related to education, including the ability to address academic learning difficulties, as well as familiarity with specialized programs for gifted students, slow learners, and other groups with diverse educational needs.

Graduates of the program are expected to demonstrate the following competencies:

1. Ability to adapt to challenging educational environments under the conditions of occupation and to transform them, as much as possible, into safe and supportive learning spaces.
2. Acquisition of the necessary knowledge of lower basic education curricula, with particular emphasis on individualized learning, mastery-based education, and synchronous and asynchronous technology-enhanced learning, in view of the unique circumstances of the Palestinian people.
3. Familiarity with various forms of alternative/authentic assessment in addition to traditional methods, including competence in the use of digital and electronic assessment tools and artificial intelligence applications.
4. Effective employment of pedagogical and technological strategies suited to students’ characteristics and abilities, including digital platforms and AI-based applications.
5. Mastery of social skills enabling effective communication with parents and local community institutions.
6. High-level preparation in knowledge and skills related to education, including the ability to address academic learning difficulties, as well as familiarity with specialized programs for gifted students, slow learners, and other groups with diverse educational needs.

Upon successful completion of the program, graduates will be able to:

• Acquire comprehensive knowledge of the philosophical, psychological, and logical foundations of lower basic curricula and integrate these considerations into teaching practice.
• Utilize a variety of alternative assessment tools and design diagnostic tests to identify students’ levels and needs in order to inform appropriate instructional decisions.
• Integrate digital technologies into teaching, assessment, monitoring, motivation, and the promotion of autonomous learning that leads to mastery.
• Create a safe, stimulating, and learner-centered educational environment.
• Understand the cultural and social diversity within which lower basic stage students live and learn.
• Assess language development and communication skills of children with special educational needs using research-based practices.
• Apply effective oral and written communication skills and employ collaborative models to enhance meaningful learning.
• Design research-based and inquiry-driven learning experiences appropriate for students.
• Employ pedagogical, life, and technological skills in the teaching process.
• Implement modern teaching methods, including active learning, meaningful learning, multisensory approaches, multiple intelligences, mastery learning, and both behavioral and constructivist theories.
• Develop strategic and developmental plans consistent with modern educational trends.
• Design diagnostic assessments characterized by validity, reliability, and high indices of difficulty and discrimination.
• Manage classroom instruction in ways that promote learning, stimulate motivation, and encourage active participation.
• Address students’ academic and behavioral challenges by identifying and implementing appropriate solutions.
• Demonstrate understanding of child-centered education philosophy, the holistic integrative curriculum, and the principles of learning based on these frameworks.
• Create educational environments that foster creativity, critical thinking, and inquiry among students, while encouraging initiative, active participation, and teamwork.
• Contribute to addressing societal issues and challenges related to education.
• Employ action research as a means of solving classroom problems and improving practice.
• Demonstrate knowledge of child developmental psychology from birth through the end of the lower basic stage, including the principles governing growth and development.

Graduates of this specialization are qualified to work in various fields, particularly within the central and southern regions of the West Bank. The program is particularly attractive to high school graduates seeking a pedagogical major that includes courses aligned with contemporary educational and technological advancements, as well as to individuals holding purely academic degrees without prior pedagogical qualifications. This specialization provides graduates with opportunities to work as teachers, school principals, supervisors, program developers, and in other related educational roles. Market demand may vary depending on the needs of the education sector.

Admission to the program requires the following:

1. The applicant must hold a General Secondary Education Certificate (Tawjihi) or an associate diploma in a field related to the specialization.
2. The applicant must successfully pass an interview with the program’s admissions committee.
3. In the case of applications exceeding the program’s capacity, final admission is subject to the approval of the program committee.

The program study plan is structured and distributed across academic semesters in accordance with the university’s regulations and the requirements of the Bachelor of Education – Lower Basic Stage. (Detailed course distribution can be appended in the official program handbook or curriculum guide.)   Year Program

Overall Credits for First Year: 32 Second-Year Program

Third-Year Program

Fourth-Year Program

Course Descriptions, Specific Objectives of Each Course, and Their Relation to Program Goals Arabic Language Skills 1 (110101) This course aims to achieve the basic language skills: reading, conversation, listening, and writing, and facilitates linguistic communication. It also aims to enlighten students and provide the essential elements for their success, introducing students to language levels, the eloquence of the Qur’anic text, and appreciating literary texts, both old and modern, poetry and prose. It also introduces students to the art of essay and biography. Communication Skills in Arabic (110112) This course aims to provide students with a simplified idea of the concept of communication, its components, and objectives, to make them aware of the importance of communication in our practical and professional life. It aims to teach students communication skills in the Arabic language at its listening, speaking, writing, and reading levels through practicing oral communication skills in the classroom, such as questioning, recitation, oratory, listening, personal communication, interviews, problem-solving, discussions, and more, to develop students’ oral personal skills. The course also focuses on training students in writing skills functionally, such as summarizing, report writing, and meeting minutes, as these are essential skills emphasized at this level, aiming to enable students to write correctly for various professions and specializations. The course also aims to provide students with skills to analyze texts and reading comprehension by appreciating the rhetorical and stylistic beauty in literary texts, practicing the dissection of selected text samples, and enhancing self-directed and cooperative learning in an educational environment that develops creativity, dialogue, and critical thinking among students, and promotes oral and written expression skills to equip them with practical knowledge required for various aspects of their professional life on sound foundations. Remedial Arabic (110100) This course aims to improve students’ level in the basic language skills: reading, conversation, listening, and writing, through selected prose and poetry texts, lessons in grammar, morphology, dictation, rhetoric, and an introduction to Arabic dictionaries, both old and modern, and how to use them. It also aims to employ these linguistic skills in the areas of reading, oral expression, and writing. English Language Skills 1 (120101) It is an up-to-date interactive blended English course which has been specially prepared for Higher Educational Institutions in Palestine. This course systematically develops competence in key English language skills and subskills (listening, speaking, reading and writing, vocabulary, grammar, language use, pronunciation etc.). This course also engages students as the center of the learning process, and empowers them with the essential skills to become confident users of English in real life situations. Studying this course will enable students in higher educational institutions to be competent in practicing the four language skills and expand their horizons through learning new vocabulary related to the subjects of their interests including comprehension, syntax and lexicon. It will help students to enjoy learning English smoothly. It is also based on a blended learning approach that provides online Modules and face-to-face classroom lessons. Online Modules provide English-language building blocks for comprehensive training in all skills. This course offers a diverse range of learning resources and delivery styles, including practice lessons, tutorials and ongoing assessments.  These are designed to assist the learner in building confidence in his/her English language, and form a balance of all four language skills – using print and digital resources   English Language Skills 2 (120102) This is a required course for all university students. The course integrates the four language skills. It first accommodates college learners to the listening skills that enable them to follow simple directions and understand simplified spoken information. It also assists learners to grasp the conversation skills that enable them to properly ask for clarification from the instructor, closely engage in discussion groups, and successfully deliver a good presentation. Simultaneously, the course aims to develop the student’s ability to use the strategies of reading comprehension such as screening (making predictions based on the title of the text), skimming for main ideas, scanning for details and meaning elicitation. The course is also intended to upgrade students’ writing skills not only at the sentence level but also at the paragraph level as well.   English Remedial Course (120100) This is a non-credit course (zero credit hour) given for students in their first year of study who failed the placement exam. It is a prerequisite for E1. It focuses mainly on the language learning skills: listening, speaking, reading and writing. The course is intended to equip the students with basic skills necessary for successful communication in both oral and written forms of the language. In addition to grammar and how to use vocabulary in a meaningful context.   Computer Fundamentals and Programming (410131) This course introduces students to the field of information technology and the core concepts related to computers. Topics covered in this course include: First, New technologies and importance of computers, their functions and capabilities. Second, autonomy of a personal computer in details, its associated software and applications, and their usage. Security issues will also be discussed throughout this course. Moreover, this course will cover the basics of using some software from Microsoft office packages such as word, excel and PowerPoint. Finally, students will have the opportunity to gain a set of skills that revolve and circulate around giving presentations according to proper standards. In addition, the course covers the problem-solving techniques and its representation using Flow-charts, as well as the fundamentals of programming using C++. Islamic Culture (Course Code: 151102) Course Description and Objectives: This course reviews the concept of culture, its sources, cultural invasion, cultural security, cultural jihad, an introduction to contemporary Islamic thought, creed and its effects, the objectives of Sharia, the status of the Sunnah in Islamic legislation, the challenges facing Islamic culture and ways to address them, Muslim scholars and their role in Islamic life, and aspects of scientific miracles in the Qur’an. The Palestinian Cause (Course Code: 113200) Course Description and Objectives: This course aims to broaden students’ understanding of the Palestinian cause by introducing them to the reasons and factors that led to its emergence, and then its development up to the present time. It develops their ability to understand the different aspects of the cause, the local, regional, and global influencing factors, and peaceful solution projects. The course includes a set of chapters that enhance students’ political culture, enabling them to gain an in-depth understanding of their cause by studying the Palestinian issue geographically and politically, with a focus on the geography and history of Palestine, passing through all political events – local and international – up to the present time. Physical Education (Course Code: 112101) Course Description and Objectives: This course focuses on physical education and its most important components, including elements of physical fitness and how to develop them. It also addresses nutritional elements and important dietary habits, in addition to the nature of sports culture.

Critical Thinking Skills (Course Code: 410211)

Course Description and Objectives: This course aims to introduce students to the skills of critical thinking, its characteristics, and its importance in making judgments and decisions based on scientific and logical foundations. The course also equips students with problem-solving skills using higher-order critical and creative thinking, relying on accurate facts, starting from identifying the problem, methods of collecting information, conducting research using advanced professional and technological methods, finding logical and reasonable solutions, and examining their validity and applicability in different contexts. Scientific debates on topics related to the labor market and daily life are used as one of the main tools for learning the course. Additionally, the course relies on discussing real-life challenges (case studies), specifically from various environments of the local and global labor market, and applying critical thinking and problem-solving skills during these discussions. Introduction to Education (Course Code: 140100) Course Description and Objectives: This course addresses the concepts and meanings of education, its purposes, functions, significance, sequence, and historical development. It reviews the most important educational theories and philosophies that define the educational process and examines their suitability for social, political, and psychological contexts, including the emotional dimensions related to human perception and their connection to educational aspects. The course aims to establish the foundations of educational and social culture and assess their compatibility with the development of the educational reality in its economic and developmental dimensions. It also dedicates significant attention to educational foundations, including teaching methods and strategies suitable for different societies, considering cultural diversity and the level of development in educational environments such as schools and families, as well as their cooperation and influence on the educational process at both global and national levels. Introduction to Psychology (Course Code: 132101) Course Description and Objectives: This course covers the history of psychology, its fields, schools, branches, and research methods by teaching fundamental concepts in psychology, the main psychological schools and their principles, key personality traits, and related phenomena such as motivation, emotion, learning, memory, intelligence, thinking, and affective processes, along with other topics in general psychology. The course emphasizes the variation or alignment between theory and tangible reality. It also addresses the brain and the nervous system, including how the healthy brain functions, brain control over the body, neurons, neural transmission, the brain’s chemical system, and the brain’s role in assisting healing processes. Additional topics include consciousness and altered states (states of consciousness, consciousness analysis) and perception (nature of perception, perception factors, motion perception, depth and distance perception, attention and perception in children). The course further examines learning—its nature, definition, and characteristics—along with memory, forgetting, personality, and mental and psychological disorders.   Introduction to Sociology (Course Code: 130101) Course Description and Objectives: This course aims to clarify the origins of social thought that paved the way for the emergence of modern sociology and highlights the contributions of distinguished scholars such as the Arab thinker Ibn Khaldun, Al-Farabi, Auguste Comte, Émile Durkheim, Herbert Spencer, and others. It also helps students distinguish sociology from other social sciences and focuses on the study of social phenomena, social processes, social relationships, and social systems, in addition to the role of sociology in our daily lives. The course includes an introduction to sociology, its emergence, subject matter, and benefits, as well as the fundamental differences that distinguish it from other social sciences. It covers social processes, socialization, culture, and society, emphasizes the concept of social organization and sociological theories, and explores the concept of social change, linking it to social changes in Palestine. Furthermore, the course clarifies concepts of urbanization, urban spaces, social stratification and its sources, differentiates it from the concept of social classes, and provides an overview of the emergence of Palestinian sociology. Measurement and Evaluation (Course Code: 140400) Course Description and Objectives: This course addresses the concept of evaluation, its importance, and its development, as well as the comparison between measurement and evaluation, the types of measures, types of evaluation, purposes of measurement and evaluation, principles, methods, tools, and fields of application. The course also reviews the characteristics of a good test, including validity, reliability, objectivity, and comprehensiveness. It covers different types of tests, both oral and written, and explains how to construct them using a test specification table, the procedures for applying them, interpreting results, and calculating difficulty, ease, and discrimination indices through statistical analysis of test items. As part of the course requirements, students perform practical exercises on the test specification table and evaluate tests prepared by their peers in terms of their alignment with the characteristics of a good test. The course also discusses how to develop remedial plans following the administration of diagnostic tests. Introduction to Social Work (Course Code: 131101) Course Description and Objectives: This course aims to introduce social work as a modern humanitarian profession, focusing on its emergence within the historical development of social care. It emphasizes the principles of social work, the interview process, and the foundational pillars of the profession in dealing with social issues and people. The course covers the historical development of the social work profession, its core components, principles, methods, fields of practice, social work in contemporary society, the importance of communication in social work, as well as the status of social work in the Arab world in general and in Palestine in particular. Psychological Problems (Course Code: 132401) Course Description and Objectives: This course aims to discuss the psychological phenomena and problems of childhood and adolescence, including their causes, prevention methods, and counseling approaches for addressing them. The course pays special attention to certain characteristics of these phenomena within the Palestinian Arab society. The course classifies psychological problems into:

• Problems related to immature behavior, such as inattention and daydreaming.
• Problems related to insecurity, such as anxiety and depression.
• Problems related to habit disorders and social issues, such as temper tantrums, accompanied by practical applications for selected cases.

Social Welfare (Course Code: 131207)

Course Description and Objectives: This course builds upon Introduction to Social Welfare and focuses on the concepts and objectives of welfare and social security, as well as the various approaches that have evolved in these fields and their relationship to improving social standards and the quality of life for individuals, families, and society. The course emphasizes practical approaches to translating theories into actionable programs that contribute to community development and provide opportunities for social welfare and social security. It examines welfare state programs, the roles of these programs in enhancing societal well-being, the challenges they face, and their impact on individuals and society. Special attention is given to the roles and responsibilities of social work professionals within these programs and institutions.  Appreciation of Literary Texts in Arabic (Course Code: 110103) Course Description and Objectives: This course aims to study selected texts from the Quran, classical and modern poetry, as well as texts from short stories, novels, and plays, and to analyze these texts to understand their artistic and intellectual dimensions. The course introduces students to the methods of appreciating literary texts and highlights their importance in practical life. History of Arab and Islamic Civilization (Course Code: 0142210) Course Description and Objectives: This course addresses the definition, emergence, stages, and contributing factors of civilization. It examines the conditions of the world and the Arabs prior to the Prophetic mission. The course also discusses the origins of Islamic civilization, represented by the Quran and Sunnah, its characteristics, and the political, administrative, social, and economic systems that defined this civilization. Finally, it explores the influence of Islamic civilization on European civilization. Drama in Education (Course Code: 150210) Course Description and Objectives: This course aims to enhance students’ dramatic abilities and behaviors as part of holistic education and to develop an informed appreciation of drama. It focuses on cultivating students’ personal understanding and interpersonal skills, promoting effective communication and collaboration toward working on group projects, improving self-awareness, and learning cooperative skills as an essential and inherent part of dramatic thinking and practice. The course also emphasizes the set of knowledge and skills required for any educational drama work. Students are introduced to concepts of drama and theater and the use of dramatic strategies in child development and learning, such as creative movement, rhythm, gestures, voice, performance, role-playing, and other characteristics of children’s theater, its types, and its applications. Psychology of Play (Course Code: 150212) Course Description and Objectives: This course primarily aims to introduce students to the concept of play, its various definitions, objectives, and educational value, as well as the factors affecting it. It covers theories of learning through play, the developmental stages of play in children, the types and forms of play, and the role of play in different areas of human development (physical, motor, emotional, social, linguistic, and cognitive). The course also addresses the use of play in learning and teaching in the lower basic education stage, play therapy, and traditional/folk games. Developmental Psychology (Course Code: 132201) Course Description and Objectives: This course provides students with basic concepts of developmental psychology and studies the stages of child development from conception until the end of late childhood. It highlights the developmental and psychological characteristics of each stage and the theories explaining physical, cognitive, and socio-emotional development. Students learn about the importance and history of developmental psychology, manifestations and characteristics of growth, scientific methods for studying development, influencing factors, stages of development, and characteristics in the physical, cognitive, psychological, social, and linguistic domains, as well as the theories explaining them. The course also addresses some developmental challenges in childhood. Basic Education in Palestine (Course Code: 150120) Course Description and Objectives: This course examines the nature, philosophy, goals, and challenges of basic education. It explores the specifics of lower basic stage curricula, the competencies, roles, and responsibilities of basic education teachers, and the psychological and social foundations of Palestinian children, including the factors influencing their development. Educational Psychology (Course Code: 150220) Course Description and Objectives: This course focuses on the basic concepts and principles of educational psychology, addressing numerous scientific issues closely related to the teaching and learning process. It covers the definition, objectives, and significance of educational psychology, as well as its interrelationship with general psychology. The course introduces theories explaining elements of the teaching-learning process, including the roles of both teacher and learner. It emphasizes the correct formulation of educational, instructional, and behavioral objectives, and explores intelligence and motivation, including methods to enhance them in students. It also addresses individual differences and how to accommodate them based on an understanding of the learner’s psychology and needs. Furthermore, the course discusses key issues related to the learning environment and its role in facilitating the teaching-learning process, smoothly bridging theory and practical application. General Teaching Methods (Course Code: 150214) Course Description and Objectives: This course clarifies the need and importance of teaching, its principles, and the factors affecting the choice of teaching methods. It covers the criteria and evolution of teaching strategies, the advantages and disadvantages of group vs. individual instruction, and methods used for each. The course addresses objectives and their classifications, as well as planning for daily and semester teaching. It also develops teaching skills, such as motivational preparation, questioning techniques, communication, and diversifying stimuli. The course adopts an integrative approach in organizing learning and instruction through appropriate models and strategies, including programmed instruction, inductive thinking, inquiry, critical thinking, problem-solving, concept acquisition, cooperative learning, role-playing, and classroom interaction. Educational Research Methods (Action Research) (Course Code: 150221) Course Description and Objectives: This course introduces students to applied action research, aimed at improving the teaching-learning process by addressing problems faced by teachers and/or students during instruction. Students learn the stages of implementing action research, starting with identifying the problem or phenomenon, diagnosing its aspects, formulating the research question, selecting data collection tools, collecting and analyzing data, designing a plan for implementing interventions, and finally evaluating the impact of interventions on resolving the problem. Classroom Management and Communication (Course Code: 140317) Course Description and Objectives: This course covers the concept and importance of classroom management, developing teachers’ skills in maintaining discipline, managing the classroom, and effective communication with students. It also addresses teacher-student relationships, interpersonal relations, classroom interaction, and strategies for handling classroom problems and managing disruptive behaviors. The course further explores classroom behavior, related concepts and theories, behavior management techniques, and behavior modification strategies, as well as the main educational, academic, and behavioral classroom issues, their manifestations, causes, and recommended procedural steps to mitigate these problems. Arabic Language and Teaching Methods 1 (Course Code: 150222) Course Description and Objectives: This course aims to explain general teaching methods with a focus on teaching the Arabic language and its various branches across successive educational stages. It introduces students to educational objectives in teaching Arabic, their levels, and how to formulate them, while also addressing daily, semester, and annual planning. The course covers teaching methods and types used in Arabic instruction, highlighting the advantages and disadvantages of each, including lecture, discussion, standard, inductive, discovery, and problem-solving methods. It also addresses lesson preparation and types, the importance of Arabic language exercises, and general and specific teaching objectives. Furthermore, the course discusses teaching aids, their preparation, and the integration of technology and the Internet in teaching and learning Arabic. Arabic Language and Teaching Methods 2 (Course Code: 150310) Course Description and Objectives: This course focuses on teaching methods for the branches of Arabic, such as reading, texts, expression, and rhetoric, while addressing students’ weaknesses in these areas and methods to overcome them. It aims to equip students with micro-teaching skills through practical classroom application. The lessons cover all basic and secondary Arabic skills, including language, literature, grammar, morphology, prosody, literary criticism, reading, texts, and storytelling. Students are also required to design electronic assessments using e-learning platforms and other digital applications, in addition to creating a comprehensive lesson unit. Digital Technology in Teaching and Learning (Course Code: 150311) Course Description and Objectives: This course introduces students to the digital transformation in education, aiming to use modern technologies and digital tools to enhance learning and provide an innovative and advanced learning environment. It includes the use of smart devices, educational applications, interactive digital content, distance learning, virtual reality (VR), and augmented reality (AR), enhancing personalized and meaningful learning as well as mastery-based learning. The course also covers the basics of using multimedia programs to produce educational materials, the use of e-learning environments and social networks in education, and some artificial intelligence applications that support the teaching-learning process. Mathematics and Teaching Methods 1 (Course Code: 150312) Course Description and Objectives: This course aims to introduce students to the nature of mathematics curricula in the lower primary stage. It covers the nature and characteristics of mathematics, objectives of teaching mathematics across educational stages according to mathematical content standards, curriculum design, preparation of semester and lesson plans, and methods for teaching mathematical knowledge components. The course also emphasizes assessment and the use of technology in the teaching process, and practical knowledge through training students to prepare and implement model lessons. Topics include teaching methods for sets and operations, natural numbers and operations, integers and operations, decimal fractions and operations, ratios and proportions, problem-solving, and planning mathematics instruction. Mathematics and Teaching Methods 2 (Course Code: 150320) Course Description and Objectives: This course addresses various instructional methods for teaching mathematics (lecture, discussion, discovery, cooperative learning, self-learning, mastery learning, personalized instruction, flipped learning, and others). It introduces modern trends in teaching mathematics in lower primary classes, focusing on categories of mathematical knowledge, teaching strategies, algorithmic skills, mathematical design, and content analysis of textbooks for early primary grades. The course also covers geometrical concepts and methods of teaching them, including points, line segments, straight lines, rays, angles and their measurement, parallelism, manipulation, similarity, and congruence in geometric shapes. Science and Health Teaching Methods 1 (Course Code: 150313) Course Description and Objectives: This course aims to help student teachers develop their knowledge and understanding of science concepts and skills for grades 1–4, promoting positive attitudes toward science and the teaching-learning process. It introduces student teachers to skills and methods for teaching topics such as the environment, Earth, the four seasons, day and night, celestial bodies, energy and its forms and transformations (motion, electricity, magnetism, light, sound), health behaviors, emergency situations, and more. The course also addresses common misconceptions held by student teachers about science and health concepts and provides strategies for identifying and correcting these misconceptions among teachers or students. The course also aims to enable students to analyze segments of the science textbook, ensuring they acquire essential knowledge and skills and can connect them to real-life situations for students, thereby fostering positive attitudes toward science and the teaching process. During the course, student teachers are also provided with guided tasks, such as preparing lesson plan models for science lessons, planning classroom and semester sessions, reflective assignments, and practical tasks related to school training, which are conducted in parallel with the third-level practical education course. Science and Health Teaching Methods 2 (150321): This course addresses the elements of the science and health curriculum in the elementary stage, the nature of scientific content, concept construction, methods of teaching science and health, and alternative assessment. It also covers how to equip learners with skills and methods to teach various topics, such as life phenomena and classification of living organisms, the cell as the basic unit of living organisms, biodiversity, and human biology and health preservation. Islamic Education and Teaching Methods (150314): This course examines the foundations of Islamic education curricula, factors that facilitate its study, and key considerations when teaching Islamic education. It explores various teaching methods for Islamic education, covering beliefs, worship, and transactions. The course introduces students to the most important modern pedagogical methods and strategies for teaching Islamic education, including topics such as the concept and types of education, methods for teaching different branches of Islamic education, daily, semester, and annual planning, and assessment. Social Studies and Teaching Methods (150322): This course provides the theoretical and practical foundations for teaching social studies. It includes definitions of social studies and social sciences, the distinctions between them, and an overview of social studies curricula in terms of their nature, characteristics, analysis, methods, and contemporary teaching trends. The course also examines social studies teachers’ characteristics, challenges they face, strategies to overcome them, and the use of technology in teaching social studies. Additionally, it covers the concept, nature, and components of social education—including history, geography, and civic education—as well as the objectives of social education in the elementary stage and the key methods and approaches that can be employed in teaching it. Art Education and Teaching Methods (150410): This course provides a historical overview of the concept of art education, its psychological foundations, curricula, fields, and objectives. It introduces key artistic, expressive, and creative concepts and terminology, including the concepts of artistic school, style, imitation, and application. The course covers methods for teaching art subjects with an emphasis on artistic aspects, cultural heritage, and the importance of other civilizations. It also focuses on basic musical skills suitable for elementary school teachers, such as rhythm, melody, and classroom activities like songs, chants, and musical games to enhance students’ communication skills and self-expression through drawing and art. Students are trained in simple musical instrument performance. The course includes some digital technologies and artificial intelligence applications for drawing and artistic design. Physical Education and Teaching Methods (150420): This course addresses modern methods of teaching physical education and introduces a fair, firm, friendly, and engaging teaching environment. It covers traditional and modern methods of teaching physical education, behavioral objectives in the sports field, preparing and delivering PE lessons, planning PE instruction, and assessing students in physical education. Integrated Education (150411): This course covers the integrated curriculum, its concept, rationale, objectives, characteristics, types, and importance in elementary education. It includes planning and implementation steps and practical models from various subjects for the elementary stage. The course emphasizes the teacher’s role in applying the integrated curriculum within the teaching-learning process. Childhood Problems and Behavior Modification (150323): This course discusses psychological phenomena and problems in childhood and adolescence, their causes, prevention methods, and guidance techniques for treatment. Special attention is given to certain phenomena in the Palestinian Arab society. Psychological problems are divided into issues related to immature behavior (e.g., inattention, daydreaming), insecurity-related behavior (e.g., anxiety, depression), and behavior linked to habit disorders and social problems (e.g., temper tantrums), with practical applications for selected cases. Practical Education 1 (150412): This course examines the nature, foundations, principles, objectives, and stages of practical education. It highlights training models and key interactions among the main components of the practical education program, including cooperating teachers, student teachers, supervising teachers, and host schools. The course covers cognitive, procedural, and practical aspects of the program, introducing students to essential teaching competencies such as formulating behavioral objectives, learning outcomes, planning, lesson delivery steps, and related skills like preparation, questioning, stimulus variation, student engagement, classroom management, and using appropriate teaching and technological tools. It also addresses traditional and authentic assessment methods and links all competencies to daily, semester, and annual planning. Students practice microteaching in the classroom using selected educational situations from the Palestinian curriculum. The course also introduces students to the reality of teaching and learning in Jordanian schools, teachers’ sources of instructional knowledge, field visits, classroom observations, and weekly discussion of classroom observations for 1.5 hours, with an emphasis on observations at the beginning and end of the school term. Practical Education 2 (150421): This course provides students with the opportunity to apply educational concepts, principles, and theories practically in real educational settings within Palestinian schools. Its goal is to equip students with the necessary educational competencies for practical, real-world teaching, enabling mastery of teaching skills and performing authentic teacher roles. By the end of this course, students should be able to effectively execute all classroom requirements. The course emphasizes practical application across three stages:

1. Observation Stage: The student observes the supervising teacher, takes notes, discusses them, and benefits from the observations.
2. Participation Stage: The student-teacher partially conducts teaching for selected educational situations covering part of the lesson under the guidance of the cooperating teacher.
3. Practice Stage: The student conducts full lessons independently.

The course aims to enable students to practice teaching partially, training them in various teaching skills such as lesson preparation, activating prior knowledge, lesson planning, managing activities, questioning techniques, group management, diverse teaching methods and assessment methods, preparing worksheets, motivating students, considering individual differences, and developing certain thinking skills. Students are required to spend one day per week in the school and attend a weekly university session to discuss their practical experience. Microteaching (150324): This course covers the knowledge, skills, and positive attitudes related to lesson implementation and assessment, serving as a fundamental support for improving teaching performance. Educational Technology for the Elementary Stage (150223): This course introduces students to the concept of educational technology, its components, and related skills. It aims to familiarize students with modern educational technologies, such as teaching tools, websites, e-learning platforms, and educational Internet applications. The course covers:

• Using Google Forms in teaching and learning
• Various e-learning platforms and blended learning concepts, methods, and philosophy
• The concept of a virtual university and the school of the future
• Research in educational technology
• Mobile learning and available applications

Students acquire essential skills to effectively employ multimedia as a supportive educational resource across multiple subjects. Graduation Project (140422): This course is offered in the final year of study and presented in the last semester. Students are required to submit research projects for public discussion under the supervision of a faculty member. This course is exclusively for fourth-year students, and attending the discussion of any fellow student’s project is mandatory for graduation. Elective Specialization Courses (6 credit hours) Students select from the following courses: Introduction to Special Education (141110): This course covers the concept of special education and the main categories of special education, including: intellectual disabilities, visual impairments, hearing impairments, physical disabilities, learning difficulties, emotional disorders, autism spectrum disorders, and speech and language disorders. The course addresses:

• Causes of these conditions
• Academic, social, and cognitive characteristics of affected individuals
• Services that can be provided to these different categories

Additionally, the course introduces gifted and talented students and the most effective ways to support them. Guidance is provided for parents and teachers involved with each category. Learning Difficulties (140120): This course examines the emergence and concept of learning difficulties, their causes, and environmental factors affecting them. Students are introduced to the patterns of learning difficulties, early detection methods, and treatment approaches. The course also reviews recent studies related to learning difficulties and highlights early intervention strategies, emphasizing the critical role of all educational stakeholders, including parents, schools, and community organizations. Course Objectives:

1. Understand learning difficulties, their causes, and influencing factors.
2. Recognize different patterns and types of learning difficulties.
3. Acquire skills to detect learning difficulties.
4. Develop skills to address and treat learning difficulties in a timely manner.
5. Gain the ability to assess learning difficulties and prepare appropriate intervention plans.
6. Understand the role of family, school, and local community institutions in addressing these challenges.

Design and Production of Educational Media (140220): This course covers the theoretical framework of educational media, including its concept, importance, characteristics, standards for use, and principles for design and production. It also explores the concept of communication, its elements, and barriers to effective educational communication. Topics include:

• Types of educational media
• Steps for production and common obstacles
• Psychological principles supporting the design and preparation of educational media
• Practical skills in producing various educational media

The course culminates in designing and producing an educational medium for one category of special education students. Additionally, the course addresses:

• The concept and forms of communication, its elements, and obstacles
• The concept and significance of educational media and educational technology in teaching and learning
• Different types of media and their alignment with the curriculum
• Selection, preparation, and practical operation of educational media tools

Principles of Educational and Psychological Guidance (140318): This course introduces students to a set of essential skills required for practicing guidance, including mastering the skills of conducting counseling interviews through role-playing, and reviewing training audio and video recordings. Topics covered include:

• Building the counseling relationship
• Active listening skills
• Clarification and reflecting emotions
• Civilized behavior and summarization
• Questioning techniques, confrontation, interpretation
• Motivation and challenge skills
• Identifying problem behaviors and setting goals
• Dealing with hesitation and client resistance
• Ending the counseling relationship, evaluation, and referral

Giftedness and Excellence (140312): This course provides an introduction to gifted and talented students, their concepts, and characteristics. It also addresses:

• Major programs for educating gifted students
• Comprehensive school enrichment programs
• Curriculum design for gifted and talented students
• Issues in gifted education, such as identification, main challenges, creativity, and thinking skills

Instructional Design (150315): The course aims to introduce students to the concept, rationale, theoretical foundations, and stages of instructional design.

• Importance of instructional design and its approaches
• Skills of the instructional designer
• Relationship between instructional design and the teaching-learning process
• Steps for content selection, organization, and systematic design
• Practical application of instructional design on a curriculum unit
• Multiple models of instructional design
• Skills for producing individualized learning programs, including programmed learning, educational kits, Keller plan, and other methods

Research Methods (Scientific Research Methodologies): This course provides an introduction to educational research fundamentals, including:

• Terminology and language of research
• Types of research designs
• Data collection and sampling methods
• Formulating and testing research hypotheses
• Data analysis for discrete and continuous variables
• Practical applications including reading data using common statistical tools such as SPSS

Principles of Educational Psychology (150316): This course examines the factors influencing learning and teaching, such as motivation, intelligence, critical thinking, problem-solving, innovation, and creativity. Topics include:

• Cognitive, linguistic, social, and moral development theories and their educational applications
• Constructivist theory and other key theories
• Roles of teacher and learner according to each theory
• Practical teaching applications to address and solve classroom problems scientifically

Teaching Thinking (150317) This course addresses the nature of thinking and its skills, how to provide opportunities to create a suitable environment for learning and teaching thinking, and the teaching methods associated with it. The course focuses on developing various thinking skills, including: creative thinking, critical thinking, problem-solving, memory, reasoning, prioritization, decision-making, sequencing, classification, questioning, generalization, responsibility, organization, listening, prediction, and induction.