The Role of Professional Literacy in Qualifying King Saud University College of Education Students for The Requirements of The Labor Market

Abstract

The study aimed to identify the reality of professional literacy in qualifying female students at the College of Education at King Saud University for the requirements of the labor market, and the challenges, and to discover whether there are statistically significant differences between the responses of the study sample attributed to the variables (academic qualification and training courses). To achieve this, the study used the descriptive survey method and the questionnaire that was applied to a simple random sample of female students at the College of Education at King Saud University. 338 students participated in the study. The study concluded that the practice of all dimensions (cognitive, attitudes, skills, and personal) related to the reality of professional literacy came at an average degree, with a mean of (3.17 out of 5.00). The degree of challenges that hinder professional literacy to qualify female students at the College of Education at King Saud University for the labor market came at a high degree, with an arithmetic mean of (3.44 out of 5.00). The results of the study also revealed that there were no statistically significant differences between the average responses of the study participants regarding professional literacy attributed to differences in academic qualifications and training courses. The study recommended increasing coordination and cooperation between academic departments and the Graduate Support Center to identify future professional skills required by students before graduation, and increasing the number of specialized programs and training courses in the technical and digital skills required by the labor market.