نموذج تدريسي مقترح قائم على التعلم الرقمي في تدريس علم النفس لتنمية مهارات التفكير التكيفي والعدالة النفسية لدى طلاب المرحلة الثانوية

    The research problem was represented in the weakness of adaptive thinking skills and psychological justice among secondary school students, which was evident in the absence of the use of appropriate teaching strategies and models to develop and advance them among learners.
    The aim of the research was to measure the effectiveness of a suggested teaching model based on digital learning in teaching psychology to develop adaptive thinking skills and psychological justice among secondary school students. The research depended on both the descriptive method to present the theoretical framework and design research instruments as well as the experimental approach to conduct the research experiment. The experimental design of the research included two groups; one experimental (44) female students, and the other control (44) female students enrolled in the second year of secondary school.
      To reach a solution to the research problem, a set of steps were followed, perhaps the most important of which were: preparing a checklist of adaptive thinking skills, and a checklist of dimensions of psychological justice. A teacher’s guide was also prepared according to the suggested teaching model based on digital learning, as well as a student activity booklet. To measure the effectiveness of the suggested teaching model based on digital learning, measurement instruments were prepared, which were: an adaptive thinking skills test, and a psychological justice scale. The two research instruments were pre administered to the experimental and control groups, then the unit topics prepared according to the suggested teaching model based on digital learning were taught. Then the two instruments were post administered to the experimental and control groups, and the results were monitored and processed statistically.
     The research results showed that there were statistically significant differences between mean scores of the experimental group and control group students in the adaptive thinking skills test and the psychological justice scale in favor of the experimental group students, and there were statistically significant differences between mean scores of the experimental group students in the pre- post administrations of the adaptive thinking skills test and the psychological justice scale in favor of the post-administration. Also, there was a statistically significant positive correlation between the scores of the experimental group students in the post-application of the adaptive thinking skills test and the psychological justice scale. By calculating the percentage of adjusted gain and its significance, the results confirmed that the suggested teaching model based on digital learning is highly effective in developing adaptive thinking skills and psychological justice among the experimental group students.
   As a result, the research presented a set of recommendations, the most important of which were: training psychology teachers in using digital learning strategies to teach psychology concepts in a way that integrates cognitive content and psychological skills, providing opportunities for students to participate in virtual learning situations that develop adaptive thinking skills, and enhancing feelings of fairness and psychological justice through interaction with life situations that simulate reality. It is also suggested: a suggested teaching model based on digital learning in teaching psychology to develop ethical thinking skills and psychological prowess among secondary school students, a suggested program in psychology based on digital learning to develop emotional intelligence and digital citizenship among students of the Psychology Department in the College of Education.