Strengthening the cultural identity of secondary school female students from the perspective of their teachers in Bisha Governorate

Abstract

The objective of this study was to explore the extent to which cultural identity is reinforced among female high school students from the perspective of their Arabic language teachers, as well as to examine the role of Arabic language teachers in enhancing cultural identity among these students. To achieve this, a descriptive methodology was employed, and a questionnaire consisting of 37 items distributed across two dimensions was developed. The questionnaire was administered to a sample of 118 Arabic language teachers in high schools located in Bisha Governorate, The results revealed that the degree to which the first dimension—concerning the role of Arabic language teachers in promoting cultural identity among high school students—was achieved to a high extent, with a mean score of (3.711). Similarly, the second dimension—related to the role of Arabic language curricula in promoting cultural identity—was also achieved to a high extent, with a mean score of (3.486), The study recommended that educational stakeholders and institutions place greater emphasis on developing strategies and practices that encourage students to take pride in their cultural identity. It also called for the organization of additional workshops and training sessions for teachers to raise awareness about their important role in reinforcing students’ cultural identity. Furthermore, it recommended preserving religious, national, and social values by embedding them into the Arabic language curricula in particular, and into secondary education curricula in general.