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STEM Education in Iraq 2004-2022: Strategies, Challenges, and Outcomes

STEM Education in Iraq 2004-2022: Strategies, Challenges, and Outcomes

Jabbar A. Al-Obaidi, Tahir Albakaa
Copyright: © 2023 |Pages: 37
ISBN13: 9781668468838|ISBN10: 1668468832|ISBN13 Softcover: 9781668468876|EISBN13: 9781668468845
DOI: 10.4018/978-1-6684-6883-8.ch005
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MLA

Al-Obaidi, Jabbar A., and Tahir Albakaa. "STEM Education in Iraq 2004-2022: Strategies, Challenges, and Outcomes." STEM Education Approaches and Challenges in the MENA Region, edited by Fatimah Alhashem, et al., IGI Global, 2023, pp. 91-127. https://doi.org/10.4018/978-1-6684-6883-8.ch005

APA

Al-Obaidi, J. A. & Albakaa, T. (2023). STEM Education in Iraq 2004-2022: Strategies, Challenges, and Outcomes. In F. Alhashem, H. Pacheco-Guffrey, & J. Boivin (Eds.), STEM Education Approaches and Challenges in the MENA Region (pp. 91-127). IGI Global. https://doi.org/10.4018/978-1-6684-6883-8.ch005

Chicago

Al-Obaidi, Jabbar A., and Tahir Albakaa. "STEM Education in Iraq 2004-2022: Strategies, Challenges, and Outcomes." In STEM Education Approaches and Challenges in the MENA Region, edited by Fatimah Alhashem, Heather Pacheco-Guffrey, and Jacquelynne Anne Boivin, 91-127. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6883-8.ch005

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Abstract

This chapter explores STEM in Iraq from 2004 through 2022. It investigates the educational strategies and policies of the Ministry of Education (MOE) and the Ministry of Higher Education and Scientific Research (MOHEASR). MOE oversees curriculum, pedagogies, annual assessments, learning outcomes, and quality assurance for kindergarten, elementary (primary), middle, and high schools, while MOHEASR supervises educational and academic affairs for colleges and universities. A survey was distributed to random teachers and faculty members in various Iraqi schools, colleges, and universities throughout the 18 Iraqi governorates. Written questions were sent to superintendents, principals of schools, and deans of colleges. The theoretical framework for this study is informed by the primary educational learning of social and cognitive theories as learning and teaching are based on external environmental, internal conditions, and social factors and the process of knowledge. Challenges and strategies are discussed. Finally, the chapter proposes recommendations and directions for future research.

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