Evaluating the Technology Curriculum for Upper Primary Education In Light of the Requirements of the Fifth Industrial Revolution

Abstract

This study was designed to evaluate the technology and programming curriculum for upper primary education in the West Bank, provided it complied with the requirements of the fifth industrial revolution. The requirements of the Fifth Industrial Revolution were identified, and the proportion of participation in the technology curriculum for seventh, eighth, and ninth grades was measured. Based on content analysis of educational materials, descriptive approaches were employed. One of the findings was that the eighth-grade technology curriculum had the highest inclusion of the Fifth Industrial Revolution requirements, with the technology curriculum's “technology book and programming book” included by the eighth grade at 71.2%. This followed the technology and programming curriculum for seventh grade, which scored 69% in inclusion of the fifth industrial revolution requirements, and the ninth grade technology curriculum, which reached 48.3% inclusion of the fifth industrial revolution requirements. Here are the most important proposals and recommendations to the Directorates of Education that the Directorates of Education is continuing meetings for parents to remind them that monitoring their children’s use of digital intelligence tools, such as mobile phones, social media, and others, should be a continual effort and intentional integration into their child’s use of digital intelligence tools like mobile phones, social media, and others, to gradually and consistently include the needs of the Fifth Industrial Revolution in the beginning stage so that it is incorporated in all subjects and at each stage, not just technology and programming.