تفعيل دور التربية الدولية في تحقيق الأمن الفكري لدى طلاب المرحلة الثانوية

This study aimed to explore the reality of the role of international education in promoting intellectual security among secondary school students, and to identify its relevant theoretical and philosophical foundations. The research adopted a descriptive methodology, utilizing a review of relevant literature and previous studies. Data were collected using a questionnaire developed by the researcher, administered to a sample of 117 educational experts (67 males, 50 females) from the Kingdom of Saudi Arabia.
The main findings indicated that the reality of activating the role of international education in promoting intellectual security for secondary school students is generally "moderate" overall. No statistically significant differences were found between the responses of males and females. The results also revealed variation in the reality of the different dimensions, although all fell within the moderate level of agreement. The dimensions were ranked (from highest to lowest perceived activation) as follows: the teacher's role, teaching methods and activities, curricula and content, the school environment, and finally, partnership with family and community, which ranked the lowest. The findings underscored the need for teacher training, curriculum development to enhance critical thinking, and the importance of activating practical activities and community partnerships. Based on these findings, the research provided a set of recommendations to more effectively activate the role of international education.
Keywords: International Education, Intellectual Security, High School Students