JOURNAL INTELLIGENCE RESEARCHES

Abstract:
The research aims to identify cognitive curiosity and its relationship to academic achievement among academically outstanding students. To achieve the research objectives, the researchers followed the procedures of the descriptive approach in selecting the research sample, as the current research sample consisted of (200) male and female students from the third intermediate grade in the middle and secondary schools for distinguished students affiliated with the General Directorate of Education of Baghdad Governorate/Rusafa II. The research sample was chosen in an equal stratified manner Regarding the academic achievement variable, the researchers obtained the final results for the achievement of third-year intermediate students in the final exam of the first semester due to its preparation by qualified and specialized professors, taking into account the comprehensiveness of the content of the academic subject, and that what the student obtains in this test is considered the result of the effort of an entire course. A scale (for cognitive curiosity) was constructed and consisted of (34) items. The face validity and construct validity were verified. The stability of the scale was verified by two re-test methods and the coefficient was reached. Reliability (0.81), while the tool’s reliability coefficient using the Cronbach’s alpha method reached (0.77). After that, he applied the scale to the research sample. To analyze the data, the researchers used the statistical package (SPSS) and obtained the following results:
• Members of the research sample of third-year intermediate students have cognitive curiosity.
• Finding the relationship between cognitive curiosity and academic achievement among outstanding students.
In light of the results, the researchers presented a set of recommendations and proposals.

Abstract
This research aims to identify the effect of the "Send the Problem" strategy on parallel thinking among second-year intermediate school students. To achieve this objective, the following null hypothesis was formulated: There is no statistically significant difference at the significance level of (0.05) between the mean scores of the experimental group students who studied using the "Send the Problem" strategy and the mean scores of the control group students who studied using the traditional method on the parallel thinking test. The research sample consisted of (68) students, and both groups were matched with the following variables: (prior knowledge test, Otis-Lennon intelligence test, parents' educational attainment, students' age in months, and the parallel thinking test). The researchers selected the first three chapters of the second-year intermediate school chemistry textbook and formulated (234) behavioral objectives. They also prepared (34) lesson plans and developed a parallel thinking test consisting of (30) multiple-choice questions. Statistical methods were used to extract psychometric properties, including (the t-test for two independent samples, the chi-square test, the point-pixel correlation coefficient, the modified Kuder-Richardson 20 coefficient, the arithmetic mean, discriminatory power, the difficulty-ease index, and the effectiveness of incorrect alternatives). The results showed a statistically significant difference in favor of the experimental group. Consequently, the researchers wrote a set of recommendations, including enhancing teachers' awareness of the "send the problem" strategy, how to use it, and when to use it. Suggestions also included a training program based on parallel thinking and developing scientific awareness among students of the College of

Abstract:
The current research aims to identify:
1. The intention to learn artificial intelligence among secondary school teachers.
2. The professional self-efficacy of secondary school teachers.
3. The correlation between the intention to learn artificial intelligence and the professional self-efficacy of secondary school teachers.
4. The differences in the correlation between the intention to learn artificial intelligence and the professional self-efficacy of primary school teachers according to the gender variable (male-female). To achieve the objectives of the current research, the researcher adopted the scale (Lu et al., 2024), consisting of (10) items, to measure teachers' intention to learn artificial intelligence, and the scale (R. Portia, 2016), consisting of (14) items, to measure professional self-efficacy. After extracting the psychometric properties of both scales, the researcher administered them to a sample of (400) male and female teachers. After statistical analysis of the data, the following results appeared:
1. Teachers possess an intention to learn artificial intelligence.
2. Teachers possess professional self-efficacy.
3. There is a statistically significant correlation between the intention to learn artificial intelligence and professional self-efficacy among secondary school teachers.
4. There are no statistically significant differences in the correlation between the intention to learn artificial intelligence and professional self-efficacy among primary school teachers based on the gender variable (male-female).
In light of the results of the current research, the researcher formulated a set of recommendations and suggestions.

Abstract:
This study aims to develop a strategy based on connectivism theory and to examine its effectiveness in students’ academic achievement of the Institute of Fine Arts in the subject of aesthetic education.
The researcher adopted the experimental method, using a partial control design with two equivalent groups (experimental and control) with pre- and post-testing.The research population consisted of female students of the Institutes of Fine Arts for girls in Baghdad Governorate. A random sample of (60) students was selected and equally distributed between the two groups. The strategy based on connectivism theory was applied to the experimental group for a period of eight weeks, while the control group was taught using the traditional method.An achievement test in aesthetic education was prepared to verify the effectiveness of the strategy, and a set of appropriate statistical methods was used to analyze the data using the SPSS statistical package.The results showed the existence of statistically significant differences in favor of the experimental group in the post-test, indicating the effectiveness of the strategy based on connectivism theory in raising students’ achievement in the subject of aesthetic education. The effect size results also revealed a large impact of the adopted strategy.

Abstract:
The current study aimed to identify the level of self-stigma among students with physical disabilities, based on Patrick Corrigan's theory (2002), using a sample of students from Al-Manar and Al-Saada Institute, affiliated with the Ministry of Labor and Social Affairs in Baghdad, during the 2024–2025 academic year. The research sample consisted of 200 male and female students, aged 8–19 years. The researcher used a self-stigma scale developed according to Corrigan's theory, consisting of 40 items distributed across four dimensions: perception and acceptance of negative ideas, agreement with stereotypes, low self-esteem, and negative emotions.
The results showed that the students' mean score was 87.22, which is higher than the hypothetical mean of 80, with a statistically significant t-value, indicating that students with physical disabilities suffer from a high level of self-stigma. This result can be explained by students' internalization of negative societal stereotypes about physical disability, leading to low self-esteem, feelings of inferiority, and social withdrawal.

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Abstract:
The present study aims to investigate the effectiveness of a training program based on logotherapy in reducing existential loss anxiety among educational counselors. The sample consisted of 40 counselors, and a scale for measuring existential loss anxiety was developed for the purposes of the study. The results revealed that the program had a significant effect and demonstrated effectiveness in reducing existential loss anxiety among the participants. The study concluded with a set of findings, recommendations, and suggestions for future research.:

Abstract:
This research aimed to identify independent personality and contextual intelligence of academically gifted students, considering the variables of gender (male-female) and grade level. It also sought to determine the relationship between independent personality and contextual intelligence among these students.The researcher employed a descriptive (correlational) methodology and randomly selected a sample of 150 male and female students from gifted schools in Baghdad's Al-Rusafa II district. Two scales were developed: one for independent personality based on self-determination theory, and another for contextual intelligence based on Robert Sternberg's theory of three intelligences. The final scales consisted of 30 items and five alternatives. After data collection and psychometric analysis of the scales, the results showed the following:
1. Academically high-achieving students possess an average level of autonomy, tending towards higher levels. However, this level does not reach statistical significance, indicating that academic excellence is not necessarily linked to a high level of personal independence.
2. There are no statistically significant differences in autonomy attributable to gender, suggesting that this trait is influenced more by shared educational and environmental factors than by gender differences.
3. The grade level variable does not show a significant effect on autonomy or contextual intelligence, despite an upward trend in the averages. This indicates that the development of autonomy and contextual intelligence depends not only on academic progress but also on the quality of educational experiences.
4. High-achieving students possess an average level of contextual intelligence, which is not statistically significant. This reflects the educational system's focus on theoretical rather than practical aspects.
5. There are statistically significant differences in contextual intelligence favoring males, which may reflect the influence of social and cultural factors in providing opportunities to acquire life experiences.
6. There is a strong positive correlation between independent personality and contextual intelligence, indicating that developing independence contributes to enhancing the ability to deal with real-life situations.
In light of these findings, the researcher presented a number of recommendations and suggestions.

Abstract: The study aimed to identify spatial perception among students with visual impairments and to examine levels of spatial perception according to the gender variable (male–female). The research sample consisted of 90 visually impaired students selected using simple random sampling. To achieve the research objectives, the researchers constructed a spatial perception scale based on Edward Tolman’s theory. The scale comprised 24 items designed for visually impaired individuals. The objectives of the study were achieved through the procedures outlined in the research. The results indicated a noticeable increase in the sample’s spatial perception scores, and showed that male students scored higher in spatial perception than female students.

Abstract
The research problem stems from the persistence of cognitive and cultural ignorance among preparatory school students. The challenges of this stage and contemporary life impact students' awareness and their ability to understand their reality. When a student's basic knowledge and critical thinking skills are weakened, due to exposure to superficial and misleading sources of information, it contributes to a distorted perception that hinders their cultural and intellectual development. Therefore, there is a clear need to reduce this ignorance and enhance students' awareness to build conscious personalities capable of sound thinking and discernment. This research aimed to identify the role of the school counselor in reducing cognitive and cultural ignorance from the perspective of school principals, and to determine the statistically significant differences on the scale measuring the counselor's role in reducing cognitive and cultural ignorance according to the variables of gender and years of service. The research sample consisted of (50) school principals from the Al-Rusafa Education Directorate in Baghdad. The results showed that the school counselor plays a greater role in reducing this phenomenon, while years of service did not have a significant impact. The research concluded with a set of recommendations and suggestions

Abstract:
This research aimed to identify the effectiveness of a proposed active learning strategy on the levels of mathematical depth of knowledge and self-efficacy among female first-year intermediate school students. The researcher adopted an experimental approach with a quasi-experimental design using two equivalent but unequal groups with a post-test. The sample consisted of 79 students: 39 in the experimental group and 40 in the control group. Equivalence between the two groups was established using several variables, including chronological age, levels of mathematical depth of knowledge, and mathematical self-efficacy. Two tools were developed to achieve the research aim: the first was a test of mathematical depth of knowledge consisting of 20 combination items (14 items for multiple-choice and 6 items for essay questions), and the second was a mathematical self-efficacy scale consisting of 24 items, both positive and negative, on a three-point scale. Appropriate statistical analyses were conducted on the two research tools, including determining difficulty and discrimination indices, and confirming the psychometric properties of validity and reliability for both tools. The test reliability coefficient was (0.81), while the scale reliability coefficient was (0.82). The results showed statistically significant differences for the expermintal students group, who studied according to the proposed strategy, compared to the control stuedents group, who studied using the traditional method, on both mathematical depth of knowledge test and the mathematical self-efficacy scale. Moreover, the researcher formulated several recommendations, including encouraging mathematics teachers to use mathematical depth of knowledge to as a method to evaluate learning outcomes.

Abstract:
The study aimed to identify the effect of artificial intelligence on developing innovative thinking and skill performance among students in the Department of Art Education, specializing in pictorial composition. The first chapter addressed the research problem, its importance, the research objective, hypotheses, limitations, and definition of terminology. The second chapter addressed three topics: the first, innovative thinking, the second, skill performance, and the third, pictorial composition. The third chapter presented the procedures, where the researcher followed the experimental method for two equal groups. The total research community consisted of (220) male and female students from the third stage in the College of Basic Education / Al-Mustansiriya University / Department of Art Education. The sample was randomly selected and distributed equally into two groups (experimental and control), each with (30) male and female students. To achieve the research objective, the researcher constructed an innovative thinking scale and a skill performance form. To present the research results, the researcher used the statistical package (SPSS). The study revealed a statistically significant difference at the level of (0.05) in favor of the experimental group, which studied pictorial composition according to artificial intelligence. Artificial intelligence in selecting innovative thinking and selecting skill performance.

Abstract
The present study aims to identify metacognitive laziness in the context of artificial intelligence and its relationship to integrative thinking, to examine the significance of differences according to the variables of gender (male–female) and specialization (scientific–humanities), and to determine correlation between them. To achieve the objectives of the research, the researcher constructed two scales: one to measure metacognitive laziness within the artificial intelligence environment and another to measure integrative thinking. The psychometric properties of both instruments were verified by establishing their face validity and reliability. The two scales were then administered to a sample of (400) university students .The study yielded the following results: University students do not exhibit metacognitive laziness in the artificial intelligence environment. A statistically significant difference was found between males and females in favor of males, who were more characterized by metacognitive laziness. No statistically significant difference was found according to specialization (scientific–humanities). The findings also indicated that university students possess a good level of integrative thinking, with statistically significant differences according to gender and specialization. Furthermore, an inverse relationship was identified between metacognitive laziness and integrative thinking. Metacognitive laziness accounted for (21%) of the variance in integrative thinking.

Abstract
The Relationship between Rescuer Mentality and Optimism and Pessimism among Civil Servants
The study aimed to examine the relationship between the rescuer mentality and Optimism–Pessimism among civil servants according to gender and marital status. the sample consisted of (221) male and female employees from the Department of Religious Education and Islamic Studies. The study adopted the study adopted a descriptive-correlational approach. The results revealed a statistically significant negative correlation between the rescuer mentality and optimism, indicating that higher levels of optimism were associated with lower levels of the rescuer mentality, and vice versa. No statistically significant differences were found in this relationship according to gender or marital status. These findings support the assumptions of Karpman and Seligman that enhancing optimism contributes to reducing unhealthy psychological interactions associated with the rescuer mentality

Abstract:
the research aims to identify the impact of the lorsbach model on the achievement of literature and texts among fifth-grade scientific students and their creative thinking. To achieve the goals of the research, the researcher chose an experimental design with two groups (an experimental group and a control group) with a post-test, and the two research groups were exposed to the post-test. The researcher chose the governmental morning preparatory and secondary schools in diyala governorate as a population for his research, numbering (89) schools and including (7,690) students. By random selection method, (al-markazia preparatory school) located in baqubah was chosen to conduct the experiment. By the same method, the research sample was selected, reaching (56) students, with (28) students for the experimental group and (28) students for the control group. The study reached the following results: (the superiority of the experimental group students over the control group students in the achievement test for literature and texts and the creative thinking test). The researcher recommended the necessity of training and developing arabic language teachers through training courses and introducing them to modern strategies and models, especially the lorsbach model. The researcher suggested conducting similar studies in other branches of the arabic language and at different educational stages, including middle and primary school.

Abstract:
The present study aims to identify the correlational relationship between linguistic imagination and the two thinking styles (verbal and imagery) among students of the Arabic Language Department in Colleges of Basic Education. The researcher adopted the descriptive approach due to its suitability to the nature of the study. The research population consisted of students of the Arabic Language Department in Colleges of Basic Education in Iraq for the academic year (2025–2026). The research sample comprised (504) male and female students from the Arabic Language Department, College of Basic Education, Al-Mustansiriyah University.To achieve the objective of the study, the researcher developed a test to measure linguistic imagination skills consisting of (20) items. In addition, Al-Taie’s Scale (2018) was adopted to measure the two thinking styles (verbal and imagery). After verifying the psychometric properties of both instruments in terms of validity and reliability, they were administered to the research sample. The collected data were statistically analyzed using the Statistical Package for the Social Sciences (SPSS). The findings revealed that students of the Arabic Language Department possess a statistically significant level of linguistic imagination skills among both verbal-style and imagery-style thinkers, as the calculated means exceeded the hypothetical means for all skills. However, students with the verbal thinking style demonstrated a higher level of linguistic imagination than those with the imagery thinking style. The results also indicated the existence of a positive and statistically significant correlation between linguistic imagination skills and both verbal and imagery thinking styles. This suggests that the development of linguistic imagination is associated with the cognitive style adopted by students in processing information and ideas.

Abstract
The current research addressed psychological contamination and its relationship to academic passion among students of the Special Education Department/College of Basic Education/Al-Mustansiriya University. It aimed to measure the level of psychological contamination according to gender (male/female), and to measure the level of academic passion according to gender (male/female). It also aimed to identify the correlation between psychological contamination and academic passion., The researcher used the descriptive correlational method, prepared a scale for psychological contamination, and adopted Al Janhi’s (2025) scale for academic passion. After applying the two instruments to the research sample consisting of (85) students, with (42) males and (43) females, the results showed a low level of psychological contamination among the research sample, and there were differences in scores in favor of males, noting that the scores of both groups were below the hypothetical mean. The results also indicated that there was academic passion among the sample, with differences in favor of females. Regarding the correlation between psychological contamination and academic passion, the results showed an inverse relationship; that is, the higher the level of academic passion, the lower the level of psychological contamination. Based on these findings, the researcher offered several recommendations and suggestions

Abstract
The present study aimed to investigate the effect of the Appleton Constructivist Model on the achievement of students in the Department of Art Education in the subject of Art Appreciation. To achieve this objective, the researcher adopted an experimental method using a post-test design for two equivalent groups: an experimental group and a control group.The research sample consisted of (60) male and female students selected from the original research population. The participants were equally distributed between the two groups, with (30) students assigned to the experimental group, which was taught according to the procedures of the Appleton Constructivist Model, and (30) students assigned to the control group, which was taught using the traditional teaching method.For measurement purposes, the researcher developed an objective achievement test in Art Appreciation. The test was administered after its validity and reliability had been established through appropriate statistical procedures.The findings of the study revealed the effectiveness of the Appleton Constructivist Model in enhancing students’ academic achievement. The model contributed to transforming learners from passive recipients of information into active participants in the learning process. It also improved their ability to analyze artworks, interpret artistic elements, and appreciate aesthetic values more effectively.Based on the results obtained, the study concluded with a number of recommendations and suggestions that may contribute to improving teaching practices in Art Education and encourage the use of modern constructivist teaching models in higher education

Abstract:
The research aims to analyze the content of mathematics textbooks for the upper elementary stage (Grades 4–6) according to Webb’s Depth of Knowledge (DOK) framework, in order to determine the levels and indicators of cognitive depth represented and to identify the nature of the cognitive processes required by the instructional content. The study employed a descriptive analytical method, and all textbook content components—examples, activities, exercises, questions, images, and tables—were used as units of analysis. To achieve the research objectives, a content analysis instrument aligned with the four DOK levels was developed, and its validity and reliability were verified using established scientific procedures. After analyzing the three textbooks and statistically processing the data, the results showed that the recall and reproduction level was the most prevalent, accounting for 41% of the total content. This was followed by the application of concepts and skills level (25%), the strategic thinking level (21%), and finally the extended thinking level (13%). The findings also revealed variations in the distribution of DOK indicators across the three grade-level textbooks, reflecting differences in the cognitive complexity required according to grade level and content characteristics. The reseach concluded that mathematics textbooks at the upper elementary stage tend to emphasize lower levels of cognitive demand, with limited inclusion of tasks that require extended thinking and deep cognitive processing. Accordingly, the study recommends rebalancing textbook content by increasing the integration of activities and tasks that promote strategic and extended thinking, thereby supporting learners’ abilities in analysis, interpretation, decision-making, and solving non-routine problems.

Abstract:The current research aims to investigate the effect of teaching mathematics using Davis and Biggs models on academic achievement and algebraic thinking skills among second-intermediate grade female students. To achieve this aim, the researcher adopted the experimental method with a partial control design for three groups (two experimental and one control) with a post-test. The research population was defined as second-intermediate grade female students in the General Directorate of Education in Baghdad / Karkh 3 for the academic year (2025-2026). The purposive sample consisted of (95) students distributed into three groups: The first experimental group (32 students) was taught according to the Davis Model, the second experimental group (32 students) was taught according to the Biggs Model, and the control group (31 students) was taught according to the traditional method. The groups were statistically equated in the variables of (chronological age, previous mathematics knowledge, and intelligence).
The researcher constructed two instruments: The first was an Achievement Test consisting of (40) multiple-choice items, and the second was an Algebraic Thinking Skills Test consisting of (16) items measuring skills of (pattern recognition, symbolic representation, generalization, and modeling). The validity and reliability of both instruments were verified. After conducting the experiment, which lasted for a full semester, the data were analyzed statistically using One-Way ANOVA and Eta Squared (η²).The results revealed that students in both experimental groups significantly outperformed students in the control group at the 0.05 level of significance in both the achievement test and the algebraic thinking test, with a very large effect size for both models. No statistically significant differences were found between the two experimental groups. In light of the results, the researcher recommended incorporating activities based on SOLO taxonomy levels and Davis model steps into developed mathematics textbooks, and suggested conducting similar studies to investigate their effects on other branches like geometric skills and other dependent variables such as self-regulated learning.

Abstract:
This study aims to identify the effectiveness of the icebreaker strategy in developing conceptual understanding and academic achievement in science for fifth-grade students. The research sample consisted of 72 students, selected through simple random sampling. The researchers applied a conceptual understanding test in science and the icebreaker strategy to the sample. The results showed that students suffer from a weakness in their understanding of scientific concepts in science. The results also showed that the icebreaker strategy has a significant and high effectiveness in developing conceptual understanding of scientific concepts. Based on these results, the researchers presented a set of recommendations and suggestions

Abstract
The research aims to invistigate the effectiveness of the Constructivist Learning Model in the achievement of students of the Department of Art Education in the subject of Mural Art. The population consisted of fourth-year students of the Department of Art Education in the Colleges of Basic Education, totaling 177 students. The sample consisted of 35 students in the experimental group and 33 students in the control group. The research followed the experimental method with a design involving two groups, experimental and control, using a pre-test and post-test. The experimental group was taught according to the Constructivist Learning Model in Mural Art, while the control group was taught using the conventional method. The researcher applied the cognitive achievement post-test to both groups and used the independent samples t-test, which showed statistically significant differences in favor of the experimental group taught using to the Constructivist Learning Model. The researcher also used the paired samples t-test to find differences between the pre-test and post-test for the experimental group, and the results favored the post-test, The researcher also used Cohen's equation to find the effect size, and the size had a large effect of the constructive learning model on the achievement level of the experimental group compared to the achievement level of the control group

Abstract:
This study aims to investigate the level of visual-spatial intelligence and its relationship to the achievement in art design among students of the Department of Art Education..The research sample consisted of (60) students, including (31) males and (29) females, selected from the Department of Art Education, College of Basic Education, Al-Mustansiriyah University during the academic year 2024/2025 To achieve the research objectives, the descriptive-analytical method supported by the experimental approach was employed. A test was designed to measure visual-spatial intelligence after ensuring its validity and reliability, in addition to an achievement test in art design. The data were analyzed statistically using the independent-samples t-test and Pearson’s correlation coefficient. The results revealed a positive and statistically significant correlation between visual-spatial intelligence and achievement in art design, and significant differences in the level of visual-spatial intelligence according to gender, in favor of males. In light of these findings, the research recommends adopting teaching strategies that enhance visual-spatial intelligence among art education students and integrating them with practical applications in art design. It also suggests conducting further studies exploring other types of intelligences and their relationship to different subjects in art education

Abstract:
The study aims to develop an instructional strategy based on Experiential Learning Theory and to identify the effect of a strategy built upon this theory in developing pivotal thinking among students of the Institute of Fine Arts. The research population consisted of fifth-grade morning-study students in boys’ Institutes of Fine Arts in Iraq, totaling (973) students. The research sample included (40) fifth-grade students from the Institute of Fine Arts, who were divided into two groups.A number of statistical methods were employed, including the t-test for two independent samples to ensure equivalence between the control and experimental groups in the research variables (prior experience and chronological age). The results revealed statistically significant differences between the mean scores of the experimental and control groups on the post-achievement test in favor of the experimental group, with a calculated t-value of (6.90) compared to the tabulated value of (2.02), indicating a large effect size of (1.87). The findings also showed statistically significant differences between the pre- and post-achievement test scores of the experimental group in favor of the post-test, with a calculated t-value of (7.36) compared to the tabulated value of (2.09), reflecting a large effect size of (2.21).
Based on these findings, the study recommends adopting of the Experiential Critical Journey Strategy as a primary strategy for teaching the subject of Art Analysis and Criticism in Iraqi Institutes of Fine Arts. To complement the research procedures, the researcher suggests conducting further studies, including:
1. The effect of the Experiential Critical Journey Strategy on other art subjects such as art appreciation, design, and art history.

Abstract:
The educational process aims to develop higher-order thinking patterns among students, particularly in artistic fields that require the integration of cognitive and aesthetic dimensions. Accordingly, the present study aimed to investigate the effectiveness of the M.U.R.D.E.R strategy in developing holistic thinking among students of the Department of Art Education in the subject of Aesthetics.
The researcher adopted the experimental method using a quasi-experimental design with two equivalent groups (experimental and control) and pre- and post-tests. The population of the study consisted of third-year students from the Colleges of Basic Education at Al-Mustansiriyah University and the University of Misan, totaling (312) students. The sample included (62) students from the College of Basic Education at Al-Mustansiriyah University, who were randomly assigned into two equivalent groups. The experimental group was taught using the M.U.R.D.E.R strategy, while the control group was taught using the conventional method. A Holistic Thinking Scale consisting of (36) items was used to collect the data. The results revealed statistically significant differences at the (0.05) level between the experimental and control groups in the post-test, favoring the experimental group. In addition, significant differences were found between the pre- and post-test results of the experimental group. The adjusted gain ratio also indicated a clear improvement in holistic thinking skills, confirming the effectiveness of the M.U.R.D.E.R strategy in developing holistic thinking among students

Abstract
The present study aimed to identify the effectiveness of the Listen–Read–Discuss (LRD) strategy in enhancing mental fitness among sixth-grade primary school pupils in the science subject. To achieve the objective of the study, the following null hypothesis was formulated: There is no statistically significant difference at the significance level (0.05) between the mean scores of pupils in the experimental group who are taught science using the Listen–Read–Discuss strategy and the mean scores of pupils in the control group who are taught the same subject using the traditional method on the Mental Fitness Scale.The researchers adopted a quasi-experimental design with partial control. The study population consisted of male primary schools affiliated with the Third Al-Karkh Directorate of Education. The study sample was drawn from Al-Amal Primary School for Boys and was divided into two groups: a control group comprising (33) pupils and an experimental group comprising (35) pupils, with a total of (68) pupils. The two groups were statistically equated in terms of the variables of chronological age (calculated in months), intelligence (Raven’s Progressive Matrices), and prior knowledge. The experiment was conducted during the first semester of the academic year (2025–2026). The instructional content included Chapters One, Two, and Three of the sixth-grade science textbook. A total of (147) behavioral objectives were formulated, and (21) lesson plans were prepared for each group. The research instrument was a Mental Fitness Scale consisting of seven domains, with five items for each domain, yielding a total of (35) items. The validity and reliability of the instrument were verified. For data analysis, the following statistical methods were employed: the independent samples t-test, Cronbach’s alpha coefficient, Pearson’s correlation coefficient, Cohen’s effect size, arithmetic mean, and the discrimination index. The results revealed that pupils in the experimental group significantly outperformed their counterparts in the control group on the Mental Fitness Scale. Accordingly, the study concluded that the Listen–Read–Discuss strategy is an effective and influential instructional strategy in teaching science. The study recommends incorporating this strategy into the Science Teacher’s Guide and suggests conducting further research across other subjects and educational stages.

Abstract:
This study aimed to examine the effect of the Barman Model on developing critical thinking among students of the Institute of Fine Arts and to measure the size of the model’s impact. The study population consisted of 162 female students. The sample consisted of 42 students from the Visual Arts Department. The research sample included (42) female students from the Plastic Arts Department.To achieve the research objectives, The researcher adopted an experimental design with two groups: an experimental group and a control group. an experimental group and a control group. The research tool involved constructing a critical thinking scale, and the results were analyzed using statistical methods through the SPSS package. The findings were as follows: The results showed a statistically significant difference between the mean scores of the experimental group students (120.40) and the control group students (100.15) on the critical thinking scale. The calculated t-value was (5.36), which is greater than the tabulated value (2.02), confirming the effectiveness of the Barman Model compared to the traditional method. A substantial improvement was observed in the level of critical thinking among the experimental group students between the pre-test and post-test applications, as the mean increased from (64.60) to (120.40), with a t-value of (11.36). This high value indicates a strong educational impact.The researcher recommended several actions, including adopting the Barman Model in teaching Artistic Analysis and Criticism in Institutes of Fine Arts and training teachers to use modern instructional models that foster critical thinking. in the researcher suggests further studies on : The effect of the Barman Model on creative thinking .Its effectiveness in developing artistic appreciation.

Abstract:
This study aims to identify the historical thinking skills required for history teachers at the intermediate (secondary) level in Iraq from their own perspectives. The study adopted the descriptive survey method to achieve its objectives. The research instrument consisted of a questionnaire including (27) skills distributed across five main domains representing historical thinking skills. The instrument was administered to a sample of (71) male and female teachers.The results revealed that the importance of historical thinking skills was rated as high. The skills of chronological sequencing of events and historical understanding and comprehension were ranked as the most important, each with a percentage of (86%). These were followed by the skill of historical inquiry at (83%), and then the skills of historical interpretation, analysis of historical issues, and decision-making at (82%).

Abstract:
The present study aims to the a proposed instructional strategy based on the Diffusion of Innovations Theory to enhance multiple intelligences among first-grade intermediate students in chemistry. The researcher formulated the following hypothesis:There is no statistically significant difference at the level of (0.05) between the mean scores of students in the experimental group, who are taught using the proposed strategy based on the Diffusion of Innovations Theory, and the mean scores of students in the control group, who are taught using the traditional method, in multiple intelligences.
The researcher employed two methodologies: the descriptive method to construct the proposed strategy based on the Diffusion of Innovations Theory and to outline its implementation procedures, and the quasi-experimental method with partial control, involving two groups (experimental and control).The research sample consisted of (90) students, with (45) students in each group. The two groups were equated in terms of the following variables: age in months, prior knowledge test, previous achievement, and intelligence test.
The researcher formulated appropriate behavioral objectives totaling (120), based on the first three levels of Bloom’s Taxonomy in the cognitive domain: remembering, understanding, and application.Additionally, the researcher prepared (12) lesson plans, with (6) plans for each group. A test to measure multiple intelligences was also developed, consisting of (20) items for each of the following intelligences: linguistic, spatial, bodily-kinesthetic, and intrapersonal; (7) items for logical-mathematical and naturalistic intelligences; (7) items for musical intelligence; and (6) items for interpersonal (social) intelligence.The validity of the scale was verified through several indicators, and correlation coefficients between each item and the total score were calculated using the statistical program (SPSS). Reliability was measured using Cronbach’s Alpha, which reached (0.923), indicating a high level of internal consistency.Based on the findings, the researcher presented a number of conclusions, recommendations, and suggestions

Abstract
This study aimed to explore to what extent digital media can support students' creative thinking when they are using a foreign language at a university and how effective these tools in comparison to other forms of teaching. The study specifically seeks to find out whether by using digital tools in their teaching and learning, instructors can create a more original, flexible, and problem-solving language experience for students, and therefore provide evidence of the educational benefits of using technology in higher education settings. The research methodology is quantitative. The sample consisted of 90 university students who are studying English as a foreign language at Mustansiriyah University. The participants divided into two groups (Control and experimental). Every group included 45 students (25 females and 20 males). The duration of instruction for university students is four weeks, and their age is between 18 and 24. This study is grounded in Constructivist Learning Theory. The results showed that in comparison to students who have been instructed using a non-digital approach, students who are instructed with digital media tools for their foreign language education are able to achieve substantially greater creative thinking skills.