الفهرس 
مستخلص الرسالة
الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
10- Students’ participation in the issues of society stems from their awarness of the issues and problems of society.
11- There are statistically significant differences in the level of social responsibility between students who participate in activities and those who don’t in favour, of participating students at the level of significance 0.001.
12- Participating students have a higher level of social responsibility in all of its elements except “sensitivity to problems of society.
13- There are statistically significant differences in the result of the content-analysis in favour of the contents of books of practical-theoretical faculties at the level of significance 0.01.
14- In some elements of social responsibility, the differences are in favour of the contents of the books of the theoretical faculties. These elements are “sensitivity to problems of society”, “realizing philosophy and values of society” and “realizing rights and duties” at the level of significance 0.01.
15- Books in practical faculties contain the least subjects concerning social responsibility than other faculties.
16- The level of social responsibility in theoretical and practical-theoretical students is not equal to the contents of the subjects they take which means that there are other factors responsible for the students not benefiting from these subjects. These factors could be methods of teaching and environment of education.
17- There are no statistically significant differences in the level of social responsibility between males and females.
18- There are statistically significant differences in some elements of social responsibility between males and females in favour of females. They are “good citizenship and belonging to society” at the level of significance 0.05 and “sensitivity to problems of society” at the level of significance 0.001.
19- There are statistically significant differences in the level of social responsibility between first and final year students in favour of first year students at the level of significance 0.001. This means that the university has a negative effect on students’ social responsibility.
20- There are no statistically significant differences between first and final year students in the elements of social responsibility except in “political and social participation” in favour of first year students at the level of significance 0.001.
21- There are statistically significant differences in the level of social responsibility and all its elements between theoretical and practical faculty students in favour of theoretical faculty students at the level of significance 0.001.
22- There are statistically significant differences in the level of social responsibility and all its elements between practical and practical-theoretical faculty students in favour of practical-theoretical faulty students at the level of significance 0.001.
23- There are no statistically significant differences in the level of social responsibility between theoretical and practical-theoretical faculty students. There are, however, statistically significant differences between them in some elements. They are “sensitivity to problems of society” in favour of theoretical faculty students at the level of significance 0.05, “realizing rights and duties” in favour of theoretical faculty students at the level of significance 0.01 and “political and social participation” in favour of practical-theoretical faculty students at the level of significance 0.01.
24- There are statistically significant differences in the level of social responsibility between law-faculty students and students from other faculties in favour of law-faculty students at the level of significance 0.01.
25- There are no statistically significant differences between law-faculty students and students from other faculties in elements of social responsibility except “political and social participation” in favour of law-faculty students at the level of significance 0.05.
26- There are no statistically significant differences in the level of social responsibility and all its elements between students of the faculty of social service and students from other faculties except “political and social participation” in favour of students of the faculty of social service at the level of significance 0.001.
Recommendations:
To increase the role of the university in developing social responsibility, the researcher recommends the following:
1- There should be changes in the establishments of the society to encourage participation in decision-making. This encourages the workers in these establishments to participate in solving the problems that face these establishments.
2- Enlightening the educators with their role in accomplishing these changes by Telling them the results of this study which emphasizes the importance of using modern teaching methods and encouraging open classroom climates.
3- Teaching social responsibility should be a main objective in all curricula whether it’s math, science or social studies, especially since the results of the study show that students in practical faculties have low social responsibility.
4- There should be law related subjects in the curricula of all faculties.
5- Giving students the opportunity to participate in community-service programms.
6- Students should participate in student elections and should be encouraged to visit the political representatives to increase their political concerns and encourage them to participate in political debates.
7- Educators should emphasize the necessity of political and social changes and that the Egyptian society is facing serious problems. They should inform students of the methods used to overcome these problems.
8- Students should realize that political conflicts and opposition occurs when the channels of change are closed for certain groups. They should understand that conflict does not always have to be violent. On the contrary, conflict should be considered a factor of creativity by considering the role it plays in encouraging the political parties in democratic societies to be creative and competitive in a way that benefits both society and citizens because it may open the way for certain people to participate, who otherwise wouldn’t.
9- A unit in civic education should be taught each year. Its contents and teaching methods should allow for controversy and debates so the class can create real situations that give the students opportunities to confront themselves and other students, encourages them to seek solutions for problems and make decisions through cooperative thinking.
10- Educator