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The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

The present research paper aims to identify the level of creative leadership among university leaders in Riyadh, Saudi Arabia and its relationship to their thinking styles. It also reveals the differences between the level of creative leadership and thinking styles according to university type (public or private) and gender. Moreover, it adopted the analytical descriptive method. The sample comprised (60) university leaders. The field data was collected using the creative leadership scale and thinking styles scale. The results indicated a high level of creative leadership among educational university leaders in Riyadh. In terms of the thinking styles, the realist, pragmatist, idealistic, analyst, and synthesis were ranked first, second, third, fourth, and fifth, respectively. Moreover, there were statistically significant differences between the mean ranks of the participants on the flexibility domain according to university type (public or private) favoring educational leaders in public universities. There were no statistically significant differences among the other domains and total score of the creative leadership scale, as well as among the total score and domains of thinking styles scale according to university type (public or private) and gender.

Group work (GW) has been at the center of research for many years, and several positive attributes have been linked to its implementation in English language teaching (ELT) classrooms. This study explores Kuwaiti students' views on the benefits and difficulties of GW in their general English and English for specific purposes (ESP) courses. A mixed-method approach, involving both qualitative and quantitative data, was implemented, and 290 individuals responded to the questionnaire of which 22 were interviewed. All participants were students in one of the only two public higher education institutions in Kuwait: Kuwait University (KU) or the Public Authority for Applied Education and Training (PAAET). The findings revealed that the majority of students agreed that GW presented ample benefits for their learning journey, and some of those positive attributes surpassed the education realm into their social and professional realms. However, the findings also showed a few negative issues raised about GW implementation.

The aim of the study is to identify the most commonly used personalized learning strategies in higher education in Saudi Arabia and explore the conditions for effective implementation of these strategies. In this study, a mixed-methods approach was employed, which involved conducting a survey of 390 students and conducting interviews with 18 students across three universities in Saudi Arabia. The findings reveal that the most commonly used personalized learning strategies are tailoring instruction to individual needs and preferences, providing one-on-one support and guidance, and allowing for student choice and autonomy. Flexible pacing and learner agency were also identified as important strategies, while adaptive assessment was found to be the least commonly used strategy. The study suggests that adequate resources, training and support, collaboration and communication, flexibility and adaptability, assessment and feedback, and clear goals and expectations are necessary for effective implementation of personalized learning strategies. These findings provide insights into the prerequisites for the successful execution of personalized learning approaches in tertiary education in Saudi Arabia and can serve as a blueprint for formulating impactful policies and practices that improve student-learning results. [ABSTRACT FROM AUTHOR]