Competency- Based Approach features in the Arab heritage

Abstract

This study aims to elucidate the value of the guidelines provided by ancient Arab scholars for both teacher and learner, and their relationship with the Competency-Based Approach. The descriptive-analytical method has been used, involving research into Arab heritage sources, extraction of educational ideas, and scientific analysis of texts to demonstrate their relevance to modern educational lesson. The study concluded with the following results: the educational guidelines provided by ancient Arab scholars align with the objectives of the competency-based approach. They advocated for the necessity of creating an interactive atmosphere within the classroom, involving learners in lesson construction, and facilitating knowledge transfer using what is now known as educational media. They called for gradual progression in teaching, which deepens understanding, while opening space for dialogue and discussion between teacher and learners, and not depriving them of expressing their ideas. Emphasis was placed on considering individual differences, acknowledging that each learner possesses distinct abilities and aptitudes. Consequently, the teacher must treat each learner individually. Gentleness with learners is essential, as it contributes to increased self-confidence, eliminates various psychological problems such as tension and shyness, and strengthens the teacher-learner relationship. The ancient Arab scholars advised learners to prioritize understanding without neglecting memorization, because it helps find appropriate solutions to problems, enables objective analysis, synthesis, and criticism. They pointed to the most important objective of the Competency-Based Approach,which is enabling learners to employ the various acquired competencies.The ancient scholars emphasized the application of knowledge in the field; for them, learning was for practical application.