A Proposed Framework for Developing Science Textbooks Content in the Second Cycle (4-6) of Basic Education in the Republic of Yemen in Light of Sustainable Development Dimensions

The current study aimed to formulate a proposed framework for developing the content of science textbooks in the second cycle (4-6) of basic education parts one and two in the Republic of Yemen, totaling (6) textbooks for the academic year 2025-2026 AD, in accordance with the dimensions of sustainable development. The researcher employed a descriptive-analytical method for content analysis and a constructive method for framework development. The study sample consisted of science textbooks in the second cycle (4-6). To achieve the study objectives, a checklist of sustainable development dimensions was prepared, comprising 56 indicators across 11 subfields distributed among the environmental, social, and economic dimensions. After verifying its validity and reliability, the checklist was transformed into an analysis instrument applied to the textbooks.  

The findings indicated that the analyzed textbooks incorporated all three dimensions of sustainable development, though with varying levels of emphasis. The social dimension ranked first (59.24%) with a moderate level of inclusion, followed by the environmental dimension (26.75%) with a low level of inclusion, and finally the economic dimension (14.01%) with a low level of inclusion. At the subfield level, the domain of education within the social dimension received the highest focus (30.57%) with a moderate level of inclusion, whereas the domain of environmental pollution and its control within the environmental dimension received the lowest focus (3.18%).  

In light of these results, the researcher developed a proposed framework to development the content of science textbooks in the second cycle of basic education in Yemen, ensuring a balanced integration of sustainable development dimensions. The study concludes with a set of recommendations and practical suggestions.