Beyond Traditional Schooling: Holistic Stakeholder Engagement Model

Vollständiger Abstract

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This study investigates the persistent dominance of exam-centric education models in Egyptian technical high schools, where Thanawiya Amma standardized testing emphasizes rote memorization at the expense of holistic student development. The primary research question examines how stakeholder engagement through the School with Spirit model’s cocurricular activities—integrating students, teachers, and parents—affects academic performance and character development compared to traditional approaches. Employing an embedded single-case study with a recordsbased comparison component, the research analyzes two purposively selected anonymized technical high schools (School A: School with Spirit implementation, 2021–2024; School B: traditional model) through semi-structured interviews with 45 participants (20 students aged 15–18, 15 teachers, 10 parents), 3 years of embedded observer field notes, and school records including GPA and internship data. Findings reveal that School A students achieved significantly higher Thanawiya Amma GPAs (top performers averaging 13 points above School B equivalents), 52% higher internship placement rates, and enhanced cocurricular participation, attributable to the cultivation of a growth mindset through integrated stakeholder practices. Theoretically, the study localizes mindset theory to Egypt’s vocational education context, bridging holistic and conventional paradigms. Practically, it provides the Ministry of Education and Technical Education with an evidence-based framework, validated across 10 schools, that clearly distinguishes empirically tested outcomes from proposed future enhancements, such as neuroscience integration and teacher culture training.