The College of Basic Education at the University of Mosul discussed a doctoral dissertation entitled “The Effect of an Educational Program Based on Situated Learning Theory on the Cognitive Depth of Fifth-Grade Primary School Pupils in Science and the Development of Their Social Intelligence” on Saturday, July 4, 2026, in the Umm Al-Rabieen Hall at the College.

The dissertation, presented by Naktal Jameel Younis, focused on designing an educational program based on Situated Learning Theory and implementing it with fifth-grade primary school pupils. The study examined the program’s impact on pupils’ cognitive depth and the development of their social intelligence by comparing the performance of the experimental group, which was taught using the proposed educational program, with that of the control group, which was taught using the conventional teaching method.

The dissertation produced several significant findings, most notably the existence of statistically significant differences in the cognitive depth test and the development of social intelligence in favor of the experimental group. These findings demonstrate the effectiveness of the educational program based on Situated Learning Theory in helping pupils acquire greater cognitive depth and develop their social intelligence. The results also highlighted the importance of employing Situated Learning Theory in teaching science at the primary school level. Accordingly, the study recommended adopting the proposed educational program in classroom practices and organizing training programs for teachers on effective mechanisms for implementing it in the educational process.

The examination committee was chaired by Prof. Dr. Suhad Abdul Amir Abboud and included Assist. Prof. Dr. Nagham Hadi Abdul Amir, Assist. Prof. Dr. Hussein Ubaid Dhahwi, Assist. Prof. Dr. Aziz Mohammed Ali, Assist. Prof. Dr. Radwan Mohammed Mustafa, and Assist. Prof. Dr. Waad Ghanim Badiwi, who also served as the dissertation supervisor.

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