تأثير استراتيجيات التعليم الحديثة في تطوير مهارات التفكير العليا: دراسة نظرية تحليلية

Abstract

This research aims to analyze the impact of modern teaching strategies on the development of higher-order thinking skills among learners through a theoretical analytical study based on contemporary educational literature and relevant Arabic studies. Educational institutions have witnessed major transformations in teaching methods in recent years due to cognitive and technological developments. This has led to the emergence of modern teaching strategies that move beyond traditional methods based on memorization and rote learning, focusing instead on developing higher-order thinking skills such as analysis, evaluation, inference, problem-solving, critical thinking, and creative thinking.  The research adopted the descriptive analytical approach as the most appropriate method for studying and analysing the phenomenon scientifically and systematically. The study addressed the concept of modern teaching strategies, their characteristics, and their various types, while also explaining the nature and importance of higher-order thinking skills in the educational process. Furthermore, the research focused on analysing the relationship between modern strategies such as cooperative learning, active learning, problem-based learning, brainstorming, and e-learning, and their role in developing students’ higher mental abilities. The findings revealed that modern teaching strategies contribute directly to enhancing the learner’s role within the classroom environment and increasing students’ ability to analyse, infer, and make decisions. They also improve interaction, participation, and independent thinking. The results further indicated that the success of these strategies depends on teacher competence, the nature of the educational environment, and the availability of appropriate instructional tools. The research recommended the necessity of training teachers to employ modern teaching strategies effectively in classrooms, redesigning curricula to align with the requirements of higher-order thinking development, and providing stimulating educational environments based on interaction and continuous mental activity.