View in EDS

Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan

Saved in:
Bibliographic Details
Title: Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan
Language: English
Authors: Mahmoud AL Ali (ORCID 0009-0007-7261-9274), Hadi Mohammed Tawalbeh (ORCID 0000-0001-8856-6882)
Source: Educational Process: International Journal. Article e2025592 2025 19.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Grade 2
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Foreign Countries, Grade 1, Grade 2, Grade 4, Grade 5, Textbook Evaluation, Textbook Content, Textbook Preparation, Cultural Background, Social History, Content Analysis, Curriculum Design, Grade Level Differences
Geographic Terms: Jordan
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: This study aimed to develop a Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan. Materials/methods: The study adopted a qualitative methodology, involving content analysis of the textbooks for grades one, two, four, and five, along with interviews conducted with 35 experts in social studies, heritage, and curriculum design. The analysis was based on multiple sources, including textbooks, educational documents, academic references, and the perspectives of educators. Results: The results showed that the social dimension ranked first (37.65%), followed by the national (28.95%), historical (22.38%), and cultural (10.97%) dimensions. Heritage representation varied by grade level: the social dimension predominated in grades one and two, while national and historical aspects became more pronounced in grades four and five. The cultural dimension showed notable inconsistency across all grades. Accordingly, this study developed a proposed model comprised of four main dimensions: social, cultural, historical, and national. The model includes specific learning objectives, coherent content, effective teaching strategies, alternative assessment tools, and diverse learning resources. It is characterized by its developmental progression, the integration of dimensions, and vertical alignment across grade levels, thereby enhancing students' awareness of heritage within their lived context. Conclusion: The study highlights the imbalance in the treatment of heritage in early-grade textbooks, with the cultural aspect being marginalized. It recommends adopting the proposed model to ensure a balanced representation of the curriculum. However, the findings are limited to a selected sample of textbooks and qualitative analysis, indicating the need for future research to validate the model empirically. Therefore, the study recommends the systematic integration of social and cultural heritage concepts into these texts to strengthen national identity among Jordanian students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1491252
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1491252
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1491252
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mahmoud+AL+Ali%22">Mahmoud AL Ali</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-7261-9274">0009-0007-7261-9274</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hadi+Mohammed+Tawalbeh%22">Hadi Mohammed Tawalbeh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8856-6882">0000-0001-8856-6882</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025592 2025 19.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Evaluation%22">Textbook Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Content%22">Textbook Content</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Preparation%22">Textbook Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22Social+History%22">Social History</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Level+Differences%22">Grade Level Differences</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Jordan%22">Jordan</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: This study aimed to develop a Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan. Materials/methods: The study adopted a qualitative methodology, involving content analysis of the textbooks for grades one, two, four, and five, along with interviews conducted with 35 experts in social studies, heritage, and curriculum design. The analysis was based on multiple sources, including textbooks, educational documents, academic references, and the perspectives of educators. Results: The results showed that the social dimension ranked first (37.65%), followed by the national (28.95%), historical (22.38%), and cultural (10.97%) dimensions. Heritage representation varied by grade level: the social dimension predominated in grades one and two, while national and historical aspects became more pronounced in grades four and five. The cultural dimension showed notable inconsistency across all grades. Accordingly, this study developed a proposed model comprised of four main dimensions: social, cultural, historical, and national. The model includes specific learning objectives, coherent content, effective teaching strategies, alternative assessment tools, and diverse learning resources. It is characterized by its developmental progression, the integration of dimensions, and vertical alignment across grade levels, thereby enhancing students' awareness of heritage within their lived context. Conclusion: The study highlights the imbalance in the treatment of heritage in early-grade textbooks, with the cultural aspect being marginalized. It recommends adopting the proposed model to ensure a balanced representation of the curriculum. However, the findings are limited to a selected sample of textbooks and qualitative analysis, indicating the need for future research to validate the model empirically. Therefore, the study recommends the systematic integration of social and cultural heritage concepts into these texts to strengthen national identity among Jordanian students.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1491252
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1491252
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Textbook Evaluation
        Type: general
      – SubjectFull: Textbook Content
        Type: general
      – SubjectFull: Textbook Preparation
        Type: general
      – SubjectFull: Cultural Background
        Type: general
      – SubjectFull: Social History
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Grade Level Differences
        Type: general
      – SubjectFull: Jordan
        Type: general
    Titles:
      – TitleFull: Proposed Model for Social and Cultural Heritage in Early Grade Social Education Textbooks in Jordan
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mahmoud AL Ali
      – PersonEntity:
          Name:
            NameFull: Hadi Mohammed Tawalbeh
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2147-0901
            – Type: issn-electronic
              Value: 2564-8020
          Numbering:
            – Type: volume
              Value: 19
          Titles:
            – TitleFull: Educational Process: International Journal
              Type: main
ResultId 1