THE ROLE OF THE SCHOOL IN DEVELOPING STUDENTS’ LIFE AND PROFESSIONAL SKILLS TO ENHANCE THEIR OPPORTUNITIES FOR ACHIEVING SOCIAL MOBILITY IN THE CITY OF JERUSALEM

Abstract

This study aimed to explore the role of the school in developing students’ life and professional skills in ways that enhance their opportunities to achieve social mobility in the city of Jerusalem. To achieve the study objectives, a descriptive-analytical approach was adopted using a qualitative design. In-depth interviews were conducted with ten participants (four principals and six teachers) from schools in East Jerusalem. The data were analyzed using thematic analysis to extract the main patterns and themes.

The study found that the essential skills required include teamwork, critical thinking, psychological resilience, and problem-solving, in addition to context-specific skills related to Jerusalem such as psychological steadfastness. Schools contribute to developing these skills primarily through extracurricular activities, integrating skills into the curriculum, and creating a supportive school environment, with the teacher playing a central role as a role model and mentor. However, schools face significant challenges, including political and social pressures, rigidity of imposed curricula, lack of resources, difficult economic conditions, and insufficient professional training for teachers.

The study demonstrated a strong and direct relationship between skill acquisition and the achievement of social mobility through four pathways: educational mobility, professional mobility, economic mobility, and active community participation, supported by real-life evidence from graduates’ stories who achieved tangible progress. Based on the findings, the study presented comprehensive recommendations directed to the Ministry of Education, school administrations, teachers, and the local community, focusing on curriculum flexibility, continuous professional development, strengthening extracurricular activities, and building effective partnerships with all relevant stakeholders.