درخت حوزه‌های تخصصی

This study aims to investigate the digital literacy of Iraqi Kurdish English as a Foreign Language (EFL) teachers. The study employed a quantitative approach with a sample of 418 participants, consisting of 228 females and 190 males, who teach English at Middle school, High school, and University levels. A targeted sampling was used to select the participants. A questionnaire designed by the Cambridge Assessment Center was used to explore the participants’ digital literacy. It was designed based on the Cambridge English Digital Framework for Language Teachers. The gathered data were analyzed using an independent sample t-test to compare the digital literacy of male and female Iraqi Kurdish teachers, and a one-way ANOVA test to explore any significant differences caused by different academic levels of the participants. The results showed statistically significant differences between male and female teachers in all six categories, except the evaluating learning category which deals with assessing digital resources and tools for language teachers. The results of the ANOVA test showed that there was not any significant difference between the digital literacy of middle school and high school teachers. However, it was found that the university lecturers were significantly more competent users of digital literacy skills than the middle school and high school teachers. The results also revealed that in general the Iraqi Kurdish EFL teachers demonstrated an average level of digital literacy and thus suggested more educational and technological support for the teachers at various levels across the region.

Axioms are crucial to epistemic frameworks, as several schools of the history of science have recognized. The issue of the current research is that in the validation of axioms, what defects does the intuitive approach entail, and how can the intersubjective approach (based on the ideas of Islamic philosophers) be explained as an alternative, less-known system? The former is dedicated to clarifying and criticizing what is called the intuitive approach to validating axioms: this approach is attributed to classical philosophers and consists of assuming that axioms are propositions whose truth is immediately evident upon taking into account the terms they are based on. The latter focuses on clarifying the alternative approach, called the intersubjective approach of validating axioms (IAVA): this approach is attributed to a specific Islamic tradition, developed by Avicenna and Mullā Ṣadrā, and consists of assuming that axioms are propositions that cannot be rationally proved, denied, or doubted, without being already assumed. In this article, we present the intersubjective approach from a historical point of view.