The reality and future of education in the Arab world

Reality and future of education in the Arab world - Education By gamification

The reality and future of education in the Arab world
The reality and future of education in the Arab world

The progress and prosperity of countries is measured by the level of government spending on education in that country. The country that spends more on education than it spends on armament is considered one of the most advanced countries.

School education or basic education is the main decisive rule in the level of education performance.

If we carry out the philosophy of the concept of school education and remote education, we will find that school education represents the presence of a group of young people (we call them students or pupils) to the classroom inside the school building (let’s call it) "The place"), where (the teacher) explains the educational materials to the students and assesses their understanding .

When the “place” is not available or it is difficult to reach , we resort to the so-called “remote education”, meaning that the student or teacher separates them from the “place” a very large distance and uses video broadcasting technology via the Internet to solve the problem of “the place only”.

Does this mean that there has been development or progress in the educational process, or that we have found a solution to many of the problems of education in our countries, rather it has increased the educational gap between the less fortunate and the more fortunate students - the least fortunate in terms of cleverness , standard of living, or geographical distance from urban schools.

In addition, the self-motivation to learn has vanished as a result of the intense desire of our children to use technology in other matters such as social media and electronic games.

It can be concluded that remote learning may be a solution to the problem of the absence of “place” only, but it will not be a solution to many of the educational problems or obstacles that most educational environments suffer from in our Arab world: the lack of schools, the increase in student overcrowding, the relative increase in the number of students per teacher, and the absence of educational tools .

The emergence of smart mobile devices and the free or non-free applications and games , has led to the so-called “technological addiction” that has led many of our children; the desire has become to spend long hours on electronic games instead of indulging in studying, which has become superficial and unobtrusive because it is a secondary priority instead.

We could see that the future of education in the Arab world will be largely dependent on smart phones -available to the vast majority of our children- and it will be an alternative to the “place” we referred to above.

It is possible to benefit from technological addiction in serious education by using the same mechanisms and elements of games  in systematic serious education.

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