Attitude of teachers and students of Raparin University about the role of the Bologna Process in developing group work and self-learning skills

Abstract

The main objective of this study is to evaluate the attitudes and perceptions of both teachers and students regarding the role of the Bologna Process in develop group work and self- learning skills. To achieve this aim, the researchers employed a mixed-methods approach, it involves a systematic combination of quantitative and qualitative contains. On the quantitative side, a sample of 480 students from the University of Raparin was selected using disproportionate stratified random sampling. On the qualitative side, 12 teachers participated in interviews. To collect student data, use scale consisting of two dimensions: group work and self- learning skills. Also, the psychometric properties of the scale have been exhaustively checked to ensure validity and reliability. After verifying the normality of the data, Statistical analysis was performed using SPSS program. The results show that students They have an equally high attitude towards the role of the Bologna process in developing group work and self-learning skills. there is a difference between humanities and social sciences majors and natural sciences students in the areas of self-learning skills. So that the first group shows a more positive and higher attitude, but this difference is not observed in the field of group work. From the teachers' perspective, the Bologna Process is theoretically evaluated as an advanced educational model, supports the development of group work and self-learning. at the practice level, the success of implementing this system depends on several important factors, such as systematic reforms.