الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The current study aimed at presenting the intellectual and philosophical framework for the Egyptian public secondary education, presenting the techniques and dimensions of the fourth industrial revolution and its implications for educational and societal systems, the study showed the availability of the requirements of the government general secondary education system to cope with the future challenges of the fourth industrial revolution.
The researcher prepared the field study tool, which is two questionnaires, the first questionnaire was applied to a sample that included (300) teachers for government secondary education and the second on a sample that included (550) male and female students, the sample was represented on teachers and students of government secondary education in a number of schools of Sohag and Akhmim educational administrations in Sohag Governorate to reveal their opinions on the reality of the availability of government secondary education requirements to meet the challenges of the Fourth Industrial Revolution.
The estimates of the study sample in the first questionnaire were based on the axis of the use of digital and technological technologies by public secondary education teachers, with an average response of (2.07), which is a medium response degree that indicates the use of available digital technologies within traditional and non-interactive teaching strategies and processes, And the average response is (2.06), which is a medium response degree on the axis related to the reality of the availability of material, administrative and training requirements in public secondary education in order to confront the fourth industrial revolution. in teaching and learning processes.
The estimates of the study sample in the second questionnaire also came on the axis of the reality of the culture of the fourth industrial revolution among public secondary education students, with an average response of (2.06), which is a medium response degree that indicates the lack of public secondary education curricula for the necessary knowledge regarding responsible fourth industrial revolution technologies. On the formation of attitudes and behaviors among students, which forms their culture of technologies, applications, and challenges associated with the Fourth Industrial Revolution.
The researcher concluded his study by developing a proposed vision for the requirements of public secondary education to meet the challenges of the Fourth Industrial Revolution.
Keywords: *Requirements *Challenges of the Fourth Industrial Revolution *Government secondary education