الفهرس 
مشكلة البحث والخطة العامة لدراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Purposes of the study:
1. Identifying the sustainable development requirements to be met in the upper secondary school biology curriculum.
2. Identification of life skills to be developed in high school students.
3. Developing a proposed concept for the secondary biology curriculum in the light of the requirements of sustainable development.
4. Identifying the effectiveness of the proposed concept of a unit of the biology curriculum in the light of sustainable development requirements in the development of life skills among secondary school students.
Research importance:
1. It is consider a response to the recommendations of conferences and global studies in sustainable development.
2. The need to include sustainable development requirements in curricula as a pressing and global imperative for the preservation of man, the environment and the future of generations.
3. Draw the attention of biology curriculum planners and developers to the importance of developing life skills.
Methodology:
1• Descriptive method: to scan past studies, write a conceptual framework, collect and upload data, describe study tools, interpret data and study results.
2. Experimental curriculum: to experiment with the teaching of a module of the curriculum developed for the experiential group and to apply the life skills test, both beforehand and post, to identify the implications of the difference.
Results:
1. There was a statistically significant difference at the level of (≤ 0.05) between median student scores of the experimental and controlling groups in the measurement of achievement test for the experimental students.
2. Teaching the taxonomy module achieves affecting (≥ 0.14) in the developing tests of achievement for the experimental students.
3. There was a statistically significant difference at the level of (≤ 0.05) between median student scores of the experimental and controlling groups in concepts of sustainable development test for the experimental students.
4. Teaching the taxonomy module achieves affecting (≥ 0.14) in the developing concepts of sustainable development for the experimental students.
5. There was a statistically significant difference at the level of (≤ 0.05) between median student scores of the experimental and controlling groups in Life skills barometer for the experimental students.
6. Teaching the taxonomy module achieves affecting (≥ 0.14) in the developing life skills for the experimental students.