Doctoral thesis calls for strengthening education systems with social innovations in broader contexts

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Manama, Apr. 6 (BNA): A Bahraini researcher has called for an integrated educational system that contributes to enhancing innovative features and traits among students and future generations.


Youssef Mohammed Ismail said that most features and traits could be strengthened through sound education, well-tailored training, and sound upbringing by the family, school, and university.


They include nurturing the love of learning, dreaming, persistence, challenge and knowledge and the establishment of social innovation workshops across the governorates of the Kingdom to ensure that the social needs of each local community are reflected in social ideas and initiatives, Youssef said as he defended his thesis for a doctorate in innovation management at the Arabian Gulf University.


It is very important to set social innovation as an integral part of the policy and vision of the future of the state so that social innovation is an essential tributary synchronized with technical, technological and administrative innovation, to ensure sustainable economic and social development, he stressed.


The thesis focused on "the reality of social innovation in the Kingdom of Bahrain from 1869 to 1971 and the role of social pioneers in the fields of education and arts."


The thesis is the first to address building a knowledge management system to understand social contexts and their relationship with social innovation, social institution building and learning about the reality of social innovation in Bahrain through the role of social pioneers in arts and education.


The results, based on a study of 100 figures, indicated that social leaders possess a set of characteristics - dreamers, social personality, people of determination, multiple talents, desire, passion, and flexibility- that distinguish them from others.


In order to ensure the success of social innovation, a set of incentives related to family, friends, neighbors and schoolmates, must be provided.


The social context and social environment also play a prominent role in the success or failure of social innovation.


The results of the study indicated that the concept of social innovation in the Arab and Islamic environment differs from the one used in previous studies. They also showed that sectors define the form of social innovation.  


The thesis demonstrated that educators as social leaders possess a set of features including dreams, persistence, leadership, learning, multiple talents and social personality, while for artists, the features were mainly talent, social personality, persistence, dream and diversity.


According to the study, educators and artists share similar innovative features.


Educators and artists agreed that the family is their primary catalyst, and the study showed that artists faced many difficulties that positively affected their innovative attempts in the field of art.


Educators and artists also agreed that friends and neighbors were among the most prominent catalysts that contributed to their social innovation.


The results showed that while most of the respondents were born in the cities of Muharraq and Manama, the Muharraq natives presented different forms of social innovation in both education and arts.