Pressures build in Middle Eastern and Arabic-speaking societies to diversify economies and democratize social relations. Educators and scholars, contributing to these shifts, have experimented with classroom reforms that aim to advance higher-order thinking skills and the social agility of students. This article reviews 52 empirical studies of such reforms, work that meets methodological standards and gauges effects from an innovative classroom model. Classroom reforms within Arabic-speaking societies focused on various aspects of the technical core, including (1) structured exercises to advance analytic or problem-solving skills, (2) cooperative activities that demand interaction, or (3) projects aiming to advance complex cognition, often drawing on digital technologies. We find consistent evidence that the press for analytic skills or active participation in classrooms yields significant gains in learning. Pedagogical and classroom-reform models typically originate in the West, although local educators and scholars animate them with varying sensitivity to cultural or institutional contexts. Building research capacity in the region, however, would ensure greater rigor in quantitative and qualitative studies, along with deeper theorization of cultural context.

中文翻译：

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认知与参与：阿拉伯世界的课堂改革

在中东和阿拉伯语社会中，经济多样化和社会关系民主化的压力越来越大。教育工作者和学者为这些转变做出了贡献，他们尝试了课堂改革，旨在提高学生的高层次思维技能和社交敏捷性。本文回顾了 52 项此类改革的实证研究、符合方法标准的工作，并衡量了创新课堂模型的效果。阿拉伯语社会的课堂改革侧重于技术核心的各个方面，包括 (1) 结构化练习以提高分析或解决问题的技能，(2) 需要互动的合作活动，或 (3) 旨在促进复杂认知的项目，经常借鉴数字技术。我们发现一致的证据表明，对分析技能或积极参与课堂的压力在学习中产生了显着的收益。教学和课堂改革模式通常起源于西方，尽管当地教育工作者和学者对文化或制度背景的敏感性各不相同。然而，在该地区建设研究能力将确保定量和定性研究更加严格，以及对文化背景进行更深入的理论化。