The extent of practising rapid learning skills by professors of the University of Basrah and their trends towards them

Abstract

Objectives: This study aimed to identify the extent to which professors at the University of Basrah practice accelerated learning skills and to explore their attitudes toward these skills. It also sought to examine differences in their responses according to academic rank, specialization, years of experience, and participation in training courses.

Methods: The study adopted a descriptive-analytical approach. The research sample consisted of 350 faculty members from various colleges at the University of Basrah. Data were collected using a questionnaire comprising 32 items distributed across two dimensions related to accelerated learning skills and attitudes toward them.

Results: The findings revealed a high level of practice of accelerated learning skills among University of Basrah professors. Faculty members also demonstrated positive attitudes toward accelerated learning. No statistically significant differences were found according to academic rank or specialization. However, statistically significant differences were observed according to years of experience, favoring faculty members with ten years of experience or more, and according to training courses, favoring those who had participated in professional training programs.

Conclusions: The study concluded that University of Basrah professors possess positive attitudes toward integrating accelerated learning skills into the teaching process and demonstrate a high level of practice of these skills. The findings highlight the importance of strengthening academic training programs that focus on developing accelerated learning skills and modern self-learning strategies. Further research is recommended to investigate the relationship between the use of digital technologies and accelerated learning skills among university faculty members.