Accelerated Learning and Exploring the Future of Professional Development

Abstract

This study aimed to reveal faculty members' impressions of the effectiveness of a sustainable professional development model derived from accelerated learning principles. The semi-experimental approach and its approved descriptive and analytical approaches collect data through a questionnaire directed at a study sample of 55 members from the Faculty of Education at Prince Sattam Bin Abdulaziz University in Saudi Arabia. The study used descriptive statistics to describe frequencies, ratios, means, and standard deviations, and Cronbach's alpha coefficient, Pearson correlation coefficient, independent-samples t-test, and one-way analysis of variance (ANOVA). The study results indicate a consensus about the model's effectiveness as applied at the institutional and individual levels, and there are no statistically significant differences in impressions due to gender, age, work experience, or academic degree. The study reached the conclusion that examining the applied model for professional development based on accelerated learning principles showed that investing in information and communication technology was effective within the study's limits. However, to evaluate the effectiveness of the application, the study recommended that the researchers should evaluate all dimensions of the professional development model in different contexts and enrich the educational research library with more professional development studies and models for applying the accelerated learning principles.