The College of Education Ibn Rushd for Humanities at the University of Baghdad discussed a PhD dissertation entitled “Conceptual Thinking and Its Relationship with Technological Adaptation, Production Skills, and Accountability among Students of Colleges of Education”, submitted by researcher Ban Mufid Ali from the Department of Educational and Psychological Sciences, specializing in Curriculum and Teaching Methods.
The discussion committee was chaired by Prof. Dr. Dawood Abdul Salam Sabri, with supervision and membership of Prof. Dr. Saad Ali Zayer and Assistant Prof. Dr. Nasser Khudair Sukran, alongside a group of distinguished faculty members from the college. Prof. Dr. Haider Hatem Falih participated as an external member from the College of Basic Education at the University of Babylon.
The study aimed to identify the level of conceptual thinking, technological adaptation, and production and accountability skills among students of Colleges of Education. It highlighted that the requirements of modern society call for developing a mindset capable of addressing the challenges of the information and technological revolution, which has encouraged educational institutions to reformulate educational goals and develop systems that respond to global changes by enhancing learners’ intellectual abilities.
The research concluded that students possess the ability to understand and organize educational concepts, reflecting a structured knowledge foundation and a partial effectiveness of current curricula in developing conceptual thinking. It also found that students of Colleges of Education demonstrate clear technological adaptation, reflecting their ability to use modern technologies and digital tools within the university environment.
However, the study indicated that possessing technological skills does not necessarily lead to the development of conceptual thinking, as cognitive processes remain independent from procedural skills. The researcher recommended integrating technology into education as a tool for enhancing and building concepts by linking digital platforms with educational and analytical tasks, encouraging students to explain and interpret rather than simply copy, emphasizing that technology is not merely a presentation tool. The study also recommended focusing on assessing conceptual understanding through questions that require explanation and interpretation rather than relying solely on memorization.
