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Analysis of the Modeling Applications’ Trends in the Educational Process for 2020–2023. Education & Pedagogy Journal. 2024;3(11):5-22. DOI:

This study aims to investigate the trends of applying modeling processes in the educational process at the Arab and foreign levels for the period (2020–2023). The study followed the descriptive approach by presenting the modeling concept and the research areas covered in different languages and identifying the most important models used in the educational process based on the global database available on: (Google Scholar, elibrary.ru, Scopus). The study included (319), Arab and foreign studies that dealt with the restriction and numerical, qualitative, and methodological classification from 2020 to 2023. The study has identified the most important trends in which modeling was used as a research method. The study has also highlighted the models used in the educational process. We hope that the analysis of the trends will help to identify the areas and departments where modeling has been used to solve educational and scientific problems. The study has shown several results that could evaluate this study and help researchers in applying modeling as a research method.

Keywords: Modeling, Modeling Methods, Modeling procedure, Educational Process

Academic Satisfaction and its Influence on the Competence of Science Teachers in Islamic Secondary Schools in Kirkuk Province. Education & Pedagogy Journal. 2025;1(13):19-36. DOI:

This article examines the extent to which academic satisfaction is related to the competence of science teachers in Islamic secondary schools in Iraq. It identifies statistical differences between the sample responses that can be attributed to the variables of gender and academic experience. The study relied on a descriptive and correlational approach. The data was collected using a questionnaire containing (58) paragraphs. The study sample consisted of (138) teachers distributed in (22) Kirkuk province – Iraq Islamic schools. The academic satisfaction indicators studied included teachers’ interest in the educational goals, their sense of self-efficacy, and satisfaction with the meetings, communication, and partnership between them and the educational institution. The effects of behavioral indicators on the dimensions of academic satisfaction (salary, incentives, pedagogical supervision, professional development, school administration, working conditions, social status, and belongingness to the profession), there are no statistical differences in the competence of teacher performance attributed to the gender variable, in contrast to the existence of statistically significant differences for the academic experience variable. The results also showed that academic satisfaction is related to teachers’ competence in improving their pedagogical experience, which is one of the most important factors in improving the competence of professional work.

Keywords: academic satisfaction, science teachers, teacher competence