Degree of embedding knowledge Economy Skills in the Middle School Art Education Curriculum from the Perspective of Art Education Teachers in the City of Mecca

      This study aimed to determine the degree of embedding knowledge economy skills in middle school art education curriculum from the perspective of art education teachers in Mecca City.  The study used a descriptive analytical method. Population of the study consisted of (161) Male and (89) Female of art education teachers in Mecca city’s public schools. The Statistical Package for Social Sciences (SPSS) was used to examine the study’s questions and hypotheses. Results of the study revealed that the degree of dvailability of knowledge economy skills included in the middle school art education curriculum were at a medium scale in all axes, as following: creative thinking skills, teamwork, knowledge growth, economic production, information technology, problem-solving skills. In addition, the study found statistically significant differences among art education teachers’ perspective of creative thinking skills axis, and problem-solving skills axis related to the qualification variable in favor of the PhD qualification; and the cognitive development axis and economic production axis attributed to the years of experience in the favor of more than 20 years of experience; and all axes are related to gender variable in favor of art education teachers. The study also showed that there were no statistically significant differences in the responses of the study subjects due to the specialization variable. Several recommendations are presented such as including the knowledge economy skills proposed in this study in the middle school’s art education curriculum. also, providing training programs that contribute to develop art education teachers’ ability to include knowledge economy skills in the curriculum and activities.