The degree of inclusion of sustainable development dimensions in the content of Earth and Space Sciences textbooks for secondary school in the Kingdom of Saudi Arabia and the development of a proposed vision.

Abstract

 The study aimed to include the dimensions of sustainable development in the content of the Earth and Space Sciences book for secondary school in the Kingdom of Saudi Arabia and to develop a proposed vision. The researcher used the descriptive approach with a content analysis method, and prepared a list of the dimensions of sustainable development that should be included in the content of the book. The sample consisted of the Earth and Space Sciences book for the third secondary grade, second semester (Masarat system). The tool was a content analysis card, which consists of the main dimensions of sustainable development, where each dimension included a number of indicators. The environmental dimension contains (15) indicators, the economic dimension consists of (10) indicators, and the social dimension (15) indicators. The reliability of the analysis tool was calculated by analyzing the same material twice, separated in time, then comparing the results of the two analyses. To determine the degree of inclusion of the dimensions of sustainable development in the content of the book, the researcher used frequencies and percentages. The results showed that there was a disparity in the distribution of the dimensions of sustainable development for the sub-indicators included in the book. The environmental dimension came in first place with a percentage of (55.48%), then the economic dimension with a percentage of (28.38%), and the social dimension came in last place with a percentage of (15.48%). ((12.46%, and based on the results of the study, the researcher recommends the necessity of achieving a balance between the three dimensions of sustainable development, and enhancing the inclusion of the social dimension in the content of the Earth and Space Sciences book.