2828 research outputs found
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Innovative Leadership Strategies to Enhance Teachers’ Professional Development through Apple Technology in Sharjah Middle Schools
No full textWith an emphasis on improving teacher professional development, this study investigates the role of innovative leadership in incorporating Apple technology into instructional strategies in middle schools in Sharjah. Using a mixed-methods approach, the study combines qualitative insights from school leader interviews with quantitative data from teacher surveys. The purpose of the study is to determine which leadership practices work best for integrating Apple technology, what obstacles leaders must overcome and how these practices are thought to affect teacher development and student accomplishment. The results emphasise important leadership behaviours that help educators embrace and use technology to enhance learning outcomes. Additionally, the study addresses how technological competency, teacher motivation and the overall efficacy of technology in classroom management are influenced by leadership. With regard to teacher development and student learning, the findings help to clarify the role that leadership plays in encouraging the use of new technologies. School leaders who want to improve professional development programs and incorporate digital technology more effectively in comparable school settings may find this research advantageous
Addressing the Overheating Crisis and Its Socio-Economic Implications: A Case Study in London’s High-Risk Areas
No full textThis open access book presents contributions on a wide range of scientific areas originating from the BUiD Doctoral Research Conference (BDRC 2023)Purpose- The number of excess deaths in England and Wales during the second heatwave period in 2022 was the greatest it has been since 2018. Greater London is particularly at risk for indoor overheating due to the predicted increase in hot summers from 50–60% by 2050, which can have serious negative effects on the socio-economic state of the city. The purpose of this study is to assess and predict the risk of overheating in a residential apartment building in a high-risk London heatwave location.
Methodology-This study uses computer simulation and on-site measurements to create a virtual model for IES VE dynamic thermal modelling and perform overheating assessment simulations in a London apartment complex using the CIBSE TM59 methodology.
Findings- The percentage hours with exceeding temperature surpassed 50% above the standard threshold in the 2020s scenario, which increased two folds for the 2050s and 2080s. Moreover, the bedrooms’ operational temperatures are found to be terribly above the safety standard.
Implications- The findings implicate examining the economic viability and effectiveness of various solutions in the future to prevent residential building overheating in London. Further investigation can be done by conducting in-depth experiments on the susceptibility of various floors to overheating.
Originality/value- The paper offers novel insights into the overheating risk assessment in London, particularly focusing on households in high-risk areas. The study contributes to the conversation on sustainability practices and their socio-economic implications by highlighting the urgent need for retrofitting frameworks to promote sustainable building design and practices
The Role of English Online Gaming in Developing L2 Students' Speaking Fluency
No full textThe rapid development and widespread adoption of online gaming platforms have garnered significant academic interest, particularly concerning their impact on students’ English language development and verbal communication skills. Online gaming provides a dynamic environment that facilitates engagement with a global community of English speakers. This setting offers English as a second language (ESL) students an exceptional opportunity for immersive exposure to English, enabling real-time interactions, collaborative gameplay, and community communication.
The availability of internet connectivity and the increasing popularity of online gaming have led to a shift in how young students approach English language acquisition. A growing trend shows many language learners gravitating towards online gaming platforms as a novel and engaging way to enhance their linguistic skills. These platforms are effective in nurturing conversational fluency by providing practical and authentic language practice.
Though often seen as a mainstream extracurricular activity, online gaming’s appeal extends beyond entertainment. It serves as a practical and enjoyable medium for students to engage with English, integrating contemporary language learning methods. The entertainment value of online gaming and its capacity as a supplementary language acquisition tool enable students to develop linguistic skills organically and unintentionally.
Integrating online gaming into language learning represents an innovative approach aligned with the evolving digital communication landscape. Its immersive nature and ability to create genuine language-learning opportunities make it a valuable tool for ESL students to improve language proficiency, particularly conversational fluency
Examining the Factors Influencing Autonomous Vehicle Use and its Impact on Environmental Sustainability in UAE using a Hybrid SEM-ANN Approach
No full textOver the past few years, the evolution of transportation towards autonomous vehicles has attracted substantial interest, signifying a transformative shift in the realm of mobility. Nevertheless, AVs adoption is a complex process, influenced by cutting-edge technological advancements, societal acceptance, regulatory frameworks, and potential environmental impacts, all of which are critical in shaping their integration into modern transportation systems. To address the gap in the existing research of this domain, a comprehensive systematic review was conducted, focusing on AVs adoption through the lens of various information system (IS) models and theoretical frameworks. The systematic review analysed empirical studies published in the timeframe from January 2013 to January 2023, focusing on AVs adoption. Out of 3,532 articles, 71 were shortlisted for in-depth analysis according to specific inclusion criteria. In addition, this study constructs a novel theoretical model based on the integration of the Protection Motivation Theory (PMT), the Behavioural Reasoning Theory (BRT), and the updated IS success model variables to investigate the factors influencing AVs adoption and its impact on environmental sustainability. Subsequently, the proposed model was validated using data obtained from an online survey involving 495 individuals in the UAE, who either own or have had experience using AVs. The proposed model underwent empirical validation by applying a hybrid Structural Equation Modelling-Artificial Neural Network (SEM-ANN). The results of hypothesis testing provided strong support for the majority of the hypotheses derived from the proposed model (i.e., out of 12 hypotheses, 9 were supported)
Exploring Challenges and Opportunities: Investigating Perceptions and Attitudes of Students, Teachers, Principals and Parents towards Remote Learning in the UAE
No full textThis research investigated the perspectives and experiences of the school community in the United Arab Emirates (UAE) regarding remote learning. Employing a conceptual framework informed by existing literature, the study sought to pinpoint essential elements for successful remote education and comprehend the support required for both students and educators.
The participants encompassed a diverse range of stakeholders, including students, teachers, principals, and parents. Employing a mixed-method approach, which integrated qualitative and quantitative research methodologies, the study gathered and analyzed data to derive comprehensive insights. The findings obtained from the research highlighted a notable appreciation among participants for the flexibility offered by remote learning methodologies. However, despite this appreciation, there was an unmistakable inclination toThis research investigated the perspectives and experiences of the school community in the United Arab Emirates (UAE) regarding remote learning. Employing a conceptual framework informed by existing literature, the study sought to pinpoint essential elements for successful remote education and comprehend the support required for both students and educators.
The participants encompassed a diverse range of stakeholders, including students, teachers, principals, and parents. Employing a mixed-method approach, which integrated qualitative and quantitative research methodologies, the study gathered and analyzed data to derive comprehensive insights. The findings obtained from the research highlighted a notable appreciation among participants for the flexibility offered by remote learning methodologies. However, despite this appreciation, there was an unmistakable inclination towards the traditional modality of face-to-face instruction. Furthermore, the results gained from the study illuminated an intriguing aspect pertaining to the current landscape of online educational practices, hinting at a tendency for knowledge transmission rather than transformative learning experiences.
In light of these findings, the study advocates for the adoption of blended learning methodologies, which amalgamate the inherent advantages of both online and in-person teaching modalities. By integrating these approaches, blended learning stands poised to offer a more holistic and effective educational paradigm. Ultimately, this research serves as a beacon illuminating the landscape of online education within the unique context of the UAE, thereby proffering invaluable insights aimed at augmenting educational methodologies and practices in the region.
wards the traditional modality of face-to-face instruction. Furthermore, the results gained from the study illuminated an intriguing aspect pertaining to the current landscape of online educational practices, hinting at a tendency for knowledge transmission rather than transformative learning experiences.
In light of these findings, the study advocates for the adoption of blended learning methodologies, which amalgamate the inherent advantages of both online and in-person teaching modalities. By integrating these approaches, blended learning stands poised to offer a more holistic and effective educational paradigm. Ultimately, this research serves as a beacon illuminating the landscape of online education within the unique context of the UAE, thereby proffering invaluable insights aimed at augmenting educational methodologies and practices in the region
High School Teachers’ and Students’ Perspectives of Effective AI Tools Used in Surmounting Challenges in TESOL Contexts in the UAE
No full textAbstract
The purpose of this study is to investigate the attitudes of both teachers and students towards the use of Artificial Intelligence tools in educational practices such as teaching methodologies, assessment practices, and learning outcomes. Furthermore, it aims to identify the most effective AI tools used among teachers and students in 2024 in the learning and teaching process. The study also presents some of the recently appearing Artificial Intelligence educational tools used by teachers and students in the UAE and how effective they are in overcoming the challenges encountered by teachers and students. The study uses a mixed method approach—qualitative and quantitative—to reach reliable results accurately. The research sample consists of 30 experienced high school teachers who teach English to speakers of other languages and 45 high school students who are interested in research. The sample is a mix of Emirati and expat participants who live in the UAE. The survey included open-ended and close-ended questions. The questions investigated the teachers’ and the students’ perspectives on using Artificial Intelligence in the learning process, which were mainly positive and welcoming of this new technology; however, this acceptance was accompanied by certain conditions. This study is also important for future researchers and educational leaders as teachers and students have provided suggestions on using those tools inside and outside classrooms. Moreover, the results have highlighted the need for more specialized tools and more training that can help teachers surmount the educational challenges they face.
Keywords: Artificial Intelligence , Educational practices , Effective AI tool
Perceptions and Implementation of Online English Programmes in Higher Education in Oman
No full textThe current study investigates the teachers’ and students’ perceptions and implementations of online English Programs in Higher Education in Oman. The study attempts to answer the following research questions: 1-What are the EFL teachers’ perceptions of online practices in Higher Education in Oman?, 2-Are there any differences between EFL teachers’ perceptions of English online practices attributed to the gender?, 3-Are there any differences between EFL teachers’ perceptions of online education attributed to their online experiences?, 4-What are the students’ perceptions of their online practices in Higher Education in Oman? , 5-Are there any differences between students’ perceptions of English online practices related to the gender? ,6-Are there any differences between students’ perceptions of English online practices attributed to their online experiences? 7-What challenges are there -if any- that are encountered in the implementation of online English Language programs in Higher Education? The study adopts the explanatory sequential mixed methods approach in which the first phase is the quantitative part that involves administrating questionnaires to the participants to identify their perceptions and implementations of their online experiences. After completing the first phase and analyzing the obtained data, semi-structured interviews were conducted with 8 EFL teachers to get in -depth understanding of the quantitative data. The results revealed that teachers’ perceptions of online practices are very positive. The study also revealed that there weren’t any significant differences in the teachers’ online experience that are attributed to their gender or online experience. Furthermore, the results revealed that students were neutral-uncertain- about their online experience. Also, the results showed that male students perceived the online experience more positive than the female students and there were no significant differences between the participants that could be attributed to their previous online experience. Regarding the challenges the participants faced, the study identified some social, technological, and pedagogical challenges. Further results, pedagogical implications and recommendations were outlined and hold insightful indications to policy makers and teachers in the context of higher education in Oman
The Impact of Fostering Parasocial Relationship Between Influencing Entrepreneurs and Social Media Followers on the Brand Image and the Purchase Intentions of Start-Up Companies
No full textThis open access book presents contributions on a wide range of scientific areas originating from the BUiD Doctoral Research Conference (BDRC 2023)Purpose: this research tends to study the parasocial relationship between influencers on social media and their followers, and how it impacts the purchase intentions of the startup companies and their brand images.
Findings: The parasocial relationship has a moderate impact on the purchase intentions, while it has a strong impact on the brand image, while the brand image has a strong positive impact on the purchase intentions.
Conclusion: parasocial relationship can be used in an effective way to build the brand image of the company and to increase the purchase intentions
Judicial constitutional comparativism at the UK Supreme Court
No full textIn 2008, Lord Reed in his paper ‘Foreign precedents and judicial reasoning: the American debate and
British practice’ noted the lack of full scholarly consideration of judicial comparativism in the UK. Ten
years later, judicial reference to foreign judgments is still a very common phenomenon in this jurisdiction,
however very little has been written about it. This paper assesses the UK Supreme Court’s constitutional
law jurisprudence in light of the main themes and arguments underlying the international debate con
cerning judicial comparativism. I argue that: (i) the use of foreign law is constitutionally legitimate
where clear statutory language is respected; (ii) transferability concerns are mitigated by the interwoven
ness of the global common law system; and (iii) methodology concerns are mitigated by the UK Supreme
Court’s flexible, humble approach, which applies careful scrutiny to the foreign authorities put before it.
Foreign judgments, I conclude, are never followed blindly or arbitrarily, and perhaps this is why there is no
domestic debate about judicial comparativism, not even in the constitutional sphere
Secondary Science Teachers’ Awareness, Perceptions and Professional Development of Metacognition in Dubai Private Schools
No full textThis concurrent parallel mixed method research investigates one of the main gaps in literature which is the perceptions of secondary science teachers in Dubai Private schools towards the awareness and use of metacognition. Moreover, it explores the development of metacognition skills -planning, monitoring and evaluating- in teachers after professional development interventions. In the quantitative approach, the survey revealed statistically significant high metacognition levels across the knowledge domains and the skills domains with an identified weakness in the monitoring skills. In addition, some demographic factors such as Nationality and Degrees play a role in teachers’ perceptions to metacognition. In the qualitative approach, the PD sessions, lesson plans, lesson observations and semi-structured interviews revealed the importance of intervention to help teachers plan their lessons and choose their instructional strategies. However, while there is a general agreement on the importance of goal setting and the depth and flexibility of planning, monitoring strategies primarily rely on post-lesson reflections and students’ achievements. This suggests potential areas for real-time adaptation and responsiveness to student needs during instruction. Moreover, reflection on teaching strategies and outcomes, although recognized as valuable, is not consistently practiced due to time constraints. In conclusion, teachers lean more towards teaching “For” rather than “With” metacognition. This research came into two main recommendations: (1) a need for flexibility and adaptability in curricula to allow teachers respond and adapt their instruction within the context of the lesson environment; (2) plan research based professional development interventions that are personalized to the needs of teachers