Shahid Chamran University of Ahvaz , m.rostami@scu.ac.ir
Abstract: (230 Views)
Purpose: The current research aim is to identify and rank the educational needs of Arabic-speaking communities who live in Khuzestan province and expect public libraries.
Method: The present research follows a mixed-method approach. The execution sequence of this strategy is based on a qualitative-quantitative sequence while emphasizing the importance of qualitative findings. Qualitative data were collected using a focused group method (in-depth interviews) with a thematic analysis technique to identify and prioritize these needs. Five cities were selected purposefully to determine the research sample in the qualitative stage. In the quantitative section, according to the results of the interviews, a questionnaire was made for social surveys at the level of the cities of Khuzestan province. Stratified and quota sampling were utilized in the quantitative and qualitative sections. Finally, a sample of 517 individuals from the Arabic-speaking community of Khuzestan was selected.
Findings: The research indicates that the educational needs of Arabic communities in Khuzestan are identity, artistic, entrepreneurial, linguistic, religious, scientific, and social skills. There is a significant difference in entrepreneurial educational needs between women and men; women are more interested in entrepreneurial education due to social changes and the need for financial independence. All age groups show the need for entrepreneurial education and expect public libraries to provide these courses. The need for social skills is more common among youth, but there is no significant difference between women and men. There is a need for familiarity with national and ethnic identities in all age and gender groups, and these communities in Khuzestan expect public libraries to hold relevant educational courses to recognize their national identities along with their national identity. There is no significant difference between women and men in the artistic needs and the interaction between gender and age groups. All age and gender groups are interested in artistic educational courses. There is a strong need for art in Arabic-speaking communities in Khuzestan due to the lack of reputable schools and the rich historical and cultural connection of art with these societies. Also, there is no significant difference between women and men in linguistic educational needs and the interaction between gender and age groups. Arabic-speaking communities in Khuzestan need to hold Persian and English language classes. Children at school age face problems with the Persian language and need more education in Persian, while adults need more education in English. There is no significant difference between women and men in scientific educational needs and the interaction between gender and age groups, but adolescents need more scientific education. There is also no significant difference between women and men in religious needs and the interaction between gender and age groups. Due to the traditional, ethnic, and religious context of Arabic-speaking communities in Khuzestan, there is a demand for religious educational courses such as religious classes, Quranic stories, and familiarity with prophets and imams for all age and gender groups.
Originality/value: This research offers a valuable and original contribution to the field of public library services for minority language communities in several ways. Previous studies often address the needs of minority communities, neglecting the unique needs of individual language groups. This research focuses on the Arabic-speaking communities in Khuzestan, providing valuable insights into their distinct educational needs. Furthermore, the research goes beyond simply listing needs. Prioritizing these needs and identifying variations based on gender and age, offers valuable guidance for public libraries in tailoring their educational programs to prepare the best serve this community. The research presents valuable insights that can directly benefit public library managers and policymakers, particularly regarding the Arabic-speaking communities. It also provides a clear picture of the educational priorities within these communities, categorized by theme (identity, artistic, entrepreneurial, etc.) and demographics (age, gender). It allows library managers to tailor programs and services to address these needs directly.
Method: The present research follows a mixed-method approach. The execution sequence of this strategy is based on a qualitative-quantitative sequence while emphasizing the importance of qualitative findings. Qualitative data were collected using a focused group method (in-depth interviews) with a thematic analysis technique to identify and prioritize these needs. Five cities were selected purposefully to determine the research sample in the qualitative stage. In the quantitative section, according to the results of the interviews, a questionnaire was made for social surveys at the level of the cities of Khuzestan province. Stratified and quota sampling were utilized in the quantitative and qualitative sections. Finally, a sample of 517 individuals from the Arabic-speaking community of Khuzestan was selected.
Findings: The research indicates that the educational needs of Arabic communities in Khuzestan are identity, artistic, entrepreneurial, linguistic, religious, scientific, and social skills. There is a significant difference in entrepreneurial educational needs between women and men; women are more interested in entrepreneurial education due to social changes and the need for financial independence. All age groups show the need for entrepreneurial education and expect public libraries to provide these courses. The need for social skills is more common among youth, but there is no significant difference between women and men. There is a need for familiarity with national and ethnic identities in all age and gender groups, and these communities in Khuzestan expect public libraries to hold relevant educational courses to recognize their national identities along with their national identity. There is no significant difference between women and men in the artistic needs and the interaction between gender and age groups. All age and gender groups are interested in artistic educational courses. There is a strong need for art in Arabic-speaking communities in Khuzestan due to the lack of reputable schools and the rich historical and cultural connection of art with these societies. Also, there is no significant difference between women and men in linguistic educational needs and the interaction between gender and age groups. Arabic-speaking communities in Khuzestan need to hold Persian and English language classes. Children at school age face problems with the Persian language and need more education in Persian, while adults need more education in English. There is no significant difference between women and men in scientific educational needs and the interaction between gender and age groups, but adolescents need more scientific education. There is also no significant difference between women and men in religious needs and the interaction between gender and age groups. Due to the traditional, ethnic, and religious context of Arabic-speaking communities in Khuzestan, there is a demand for religious educational courses such as religious classes, Quranic stories, and familiarity with prophets and imams for all age and gender groups.
Originality/value: This research offers a valuable and original contribution to the field of public library services for minority language communities in several ways. Previous studies often address the needs of minority communities, neglecting the unique needs of individual language groups. This research focuses on the Arabic-speaking communities in Khuzestan, providing valuable insights into their distinct educational needs. Furthermore, the research goes beyond simply listing needs. Prioritizing these needs and identifying variations based on gender and age, offers valuable guidance for public libraries in tailoring their educational programs to prepare the best serve this community. The research presents valuable insights that can directly benefit public library managers and policymakers, particularly regarding the Arabic-speaking communities. It also provides a clear picture of the educational priorities within these communities, categorized by theme (identity, artistic, entrepreneurial, etc.) and demographics (age, gender). It allows library managers to tailor programs and services to address these needs directly.
Keywords: Public libraries, Education, Educational needs, Arabic-speaking communities, Khuzestan province
Type of Study: quantitative |
Subject:
Libraries Services
Received: 2024/02/12 | Accepted: 2024/05/25
Received: 2024/02/12 | Accepted: 2024/05/25
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