The extent to which knowledge-based economy skills are included in the secondary level curriculum in Qatar

Abstract

The present study aimed to analyze the knowledge-based economy skills presented in Islamic Education books studied by high school students in Qatar. The sample for the study included Islamic Education books, analyzed cover to cover, for the eleventh and twelfth grades excluding the introduction, the list of references, and lesson questions. The researcher prepared a content analysis form as the study instrument in accordance with previous studies containing 53 signs apportioned to 11 basic rules. The overall result for this study showed a disparity and a low frequency in the ratio of skills based on the knowledge economy included in the content of Islamic education books for high school students. The most inclusive criteria are in descending order "learning how to learn", "management of information" and “problem-solving". The study’s primary aim was to help develop the content of the Islamic curriculum through current global skill trends for high school students. It is necessary to include rules for the skills needed for a knowledge-based economy in middle and high school Islamic books. The study also recommends other group studies be conducted to complement these conclusions and assessments.