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The impact of COVID-19 on college education has been profound. At the same time, it has also provided an opportunity to test the effectiveness of new teaching approaches in challenging circumstances when the new delivery modes were introduced. In this case study, we have taken the project-based learning approach a little further by directly involving students as co-researchers in the ongoing research project in a higher education institution in Sharjah. This campus-based research project aimed at finding effective solutions to reduce plastic waste at the Sharjah campus. We enabled several groups of students to participate in the primary data collection for our project by aligning their course work projects with the aims of our own research. Hence, the students were directly involved in the ongoing community project, which raised their awareness about important sustainability issues. In addition, the students acquired essential research skills and were able to apply their knowledge to practical issue. This approach was effective: the difference between the final grades of students in the project and non-project groups was statistically significant in 2020 and in 2021. In 2020, the students in the project group scored 5.16% higher than the students in the non-project group. (95% confidence interval is [−0.9044, 11.2244], p = 0.047). In 2021, this difference was 6.5% (95% confidence interval is [2.1176, 10.9026], p = 0.002).

Blended learning is fast becoming the new normal and increasingly considered an integral part of program offers within higher education (HE) institutions. Although there is a general consensus about online and physical face to face components, which constitute a framework for blended learning models. There are variances on how these components should be combined, established, and delivered. Empirical evidence on teachers’ perceptions of these elements is also limited. This qualitative study used focus groups to gather teacher perspectives of blended learning models, which produced three major themes related to professional development, student success, and blended courses. A sample of teacher from this group was most relevant to the study because they were involved in the implementation, and iterations, of blended learning at their HE institution for three semesters. Their experiences and perceptions provided highly relevant insights on what constitutes an effective blended leaning model. This study confirms previous empirical claims on the importance of professional development in increasing teacher efficacy. But also reveals the role of self-learning, informal communities of practice and their impact on changing teacher perceptions, which in turn improve efficacy. The study also highlights effective communication, course materials, course design and how blended learning environments are set-up, as crucial elements of an effective blended learning model. Teachers perceived these elements as the biggest influences on student success. This study provides important insights for educational institutions seeking to establish or improve their blended learning strategy and enhance student experience.

Abstract “Arctic greening” will alter vegetation quantity and quality in northern watersheds, with possible consequences for lake metabolic balance. We used paleolimnology from six Arctic lakes in Greenland, Norway, and Alaska to develop a conceptual model describing how climate‐driven shifts in terrestrial vegetation (spanning herb to boreal forest) influence lake autotrophic biomass (as chlorophyll and carotenoid pigments). Major autotrophic transitions occurred, including (1) optimal production of siliceous algae and cyanobacteria/chlorophytes at intermediate vegetation cover (dwarf shrub and Betula; dissolved organic carbon (DOC) range of 2–4 mg L−1), below and above which UVR exposure (DOC; 4 mgL−1), respectively limit algal biomass, (2) an increase in potentially mixotrophic cryptophytes with higher forest cover and allochthonous carbon supply. Vegetation cover appears to influence lake autotrophs by changing influx of (colored) dissolved organic matter which has multiple interacting roles—as a photoprotectant—in light attenuation and in macronutrient (carbon, nitrogen) supply.