ملخص
Beyond knowledge skills are an important factor that helps academic success. An educational attitude must facilitate the effective use of thinking beyond knowledge and self-organizing skills, giving learners the opportunity to become self-organizers to learn and enabling them to adjust what they learn to their own needs. Self-organizing skills are considered one of the most difficult problems students face, and that’s because the student’s awareness of it is based on the student’s own freedom, individuality and self-reliance in making decisions and taking responsibility. • Based on the above, the problem of research has been identified in: .1 Verifying the effectiveness of thinking beyond knowledge skills program among high school female students. .2 verifying the impact of this program on enhancing the self-organizing for learning strategies through thinking beyond knowledge skills program and its application on the research sample . • The research objectives were defined as follows: 1. Identifying the level of thinking beyond knowledge skills available among the study sample. 2. Identifying the level of self organizing to learn strategies utilized by the study sample. 3. Improving the level of beyond knowledge thinking skills through the implementation of an educational program for thinking beyond knowledge skills. 4. Verifying the effectiveness of the program for thinking beyond knowledge skills in improving learners’ level of self-organizing strategies. The study employed an experimental methodology utilizing a two-group pretest-posttest design, comprising an experimental group and a control group. Prior measurements were conducted for both groups to ensure their equivalence in age, intelligence, educational level of both parents, parents’ occupations. And in the study variables: ( thinking beyond knowledge skills, self-organizing learning strategies). Internal variables were controlled. The total sample size in this study was 64 second-grade high school female students, approximately eighteen years old. The sample was divided into two groups: an experimental consisting of 32 students and a control group consisting of 32 students. The assignment was dome randomly using simple random sampling ( lottery ). • The study yielded the following results: 1. There are statistically significant differences between the pretest and posttest scores of the experimental group on the scale of thinking beyond knowledge skills, favoring the experimental group. 2. There was no statistically significant change in the scores of the control group across all skills, both individually and in the overall skills aggregate. 3. Statistically significant differences were found between the mean scores of the experimental group and the mean scores of the control group in the posttest measurement for planning, monitoring, and evaluation skills, favoring the experimental group. 4. Statistically significant differences were found between the mean scores of the experimental group in the pretest and posttest measurements, with these differences favoring the higher mean, which is the posttest. 5. The absence of statistically significant differences between the mean scores of the control group in the pretest and posttest measurements confirms that the control group, due to not being exposed to the program for thinking beyond knowledge skills, remained unchanged. 6. There are statistically significant differences between the mean scores of the experimental group and the control group in the posttest measurement, with the differences favoring the posttest scores of the experimental group. 7. There are no statistically significant differences between the mean scores of the experimental group on the posttest and follow-up measurements on the scale of critical thinking beyond knowledge skills and on the scale of self-regulated learning strategies.