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This study uses Panadero et al.'s (2021) Deep Learning Strategies Questionnaire to discover EFL learners' strategies from a new perspective. The questionnaire is a newly designed self-report instrument with ground-breaking features constructed with validity and reliability to measure students' actual strategies in real situations. The current study is the first in an EFL context to use this innovative tool. It investigates self-regulation strategies for learning English as a foreign language (EFL) among 430 male EFL college students in Saudi Arabia. The questionnaire enabled us to adopt a micro-level inspection of strategy functions based on an innovative model that can help identify possible avenues for strategy interventions. The results mostly showed a high use of deep language learning strategies in all four questionnaire categories: basic learning, visual elaboration and summarizing, deep information processing, and social learning. Consequently, all the categories had a strong, positive, and significant correlation. In addition, the most used strategies were basic learning strategies, whereas the least used were visual elaboration and summarizing. Our findings provide useful pedagogical implications for promoting EFL learning strategies and strategy instruction. Successfully replicating the Deep Learning Strategies Questionnaire scrutinizes this methodological instrument's validity and reliability and encourages other researchers to use it.

This research investigates impediments to the successful implementation of Communicative Language Teaching (CLT) in Saudi English as a Foreign Language (EFL) classrooms. Going beyond typical discussions on teacher training and curriculum development, the study explores entrenched resistance stemming from traditional teaching methods among teachers and students. The examination system, emphasizing rote memorization and grammar, poses a significant obstacle to CLT's communicative goals. Sociocultural factors, including a conservative view of education and perceived threats to Arabic identity through English acquisition, contribute to the resistance. Conclusively, the research highlights the interconnectedness of these challenges, proposing that transforming English assessment methods could gradually reshape student perspectives and boost motivation for communicative language acquisition. The study advocates pragmatic solutions such as curriculum adjustments aligned with cultural norms, comprehensive teacher training, and adaptations to the testing system to evaluate real-life language use. These strategies aim to cultivate an environment conducive to CLT adoption in Saudi EFL classrooms, moving beyond theoretical considerations to actionable steps. The research underscores the need for ongoing exploration through future studies, assessing the long-term impact of these strategies on learner attitudes and language acquisition outcomes. It emphasizes a sustained commitment to refining language education practices in Saudi EFL contexts and beyond.

The proliferation of artificial intelligence (AI) has impacted scholarly publishing. This study explores the use of AI tools by Arab researchers who publish in English. A survey was conducted to gather information on AI tool adoption in research conception, writing, editing, and publishing. It collected responses from 84 participants, who provided insights into their usage patterns, challenges encountered, and ethical considerations when using AI. The findings reveal diverse adoption rates of AI tools, with high usage for language correctness and content enhancement such as grammar and spelling checking. The ethical implications of AI tool usage, including the need to ensure data quality, prevent plagiarism, and maintain ethical standards, were emphasized by respondents. Tools such as Grammarly, Endnote, and QuillBot were recognized for their utility in addressing common challenges. However, certain research-related tasks, notably research design, exhibited lower AI tool integration. The study underscores the gap between awareness and adoption of AI tools, indicating potential barriers to their utilization. Challenges such as cost, integration issues, and concerns about the accuracy and appropriateness of AI-generated content were identified. These findings offer insights for researchers, institutions, and publishers to enhance editorial processes, promote ethical AI tool usage, and bridge the gap between awareness and adoption.

Over the years, a sweeping interest in translanguaging practices and corrective feedback (CF) in parallel has received momentum in instructed SLA research. Whereas previous CF studies focused on CF interactions and factors affecting L2 learning, this study examined how translanguaging intertwined with CF in Arabic as a Heritage Language learning in a sixth-grade class at a K-12 school in the USA. The research data resulted from twenty hours of class observations, interviews with the class teacher, and ten randomly selected participating students. The data were coded based on Ranta and Lyster's (2007) CF types and uptake moves taxonomy. The results showed that the teacher's translanguaging practices helped learners engage in pedagogical tasks and CF interactions, leading to effective Arabic language learning. The teacher provided five CF types--explicit correction, recast, metalinguistic feedback, elicitation, and multiple feedback. Metalinguistic feedback, recast, and multiple feedback accounted for 72% of CF, where recasts received the highest uptake and repair rates (95% and 87%, respectively), and the other types of CF also led to high uptake and repair moves. This study suggests that CF can be effective when teachers employ translanguaging during CF interactions, positively address learner errors, and motivate learners' in-class participation.

In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. The presence of these migrants and refugees in schools has posed the challenge of unfamiliar realities for teaching staff. The issue has been addressed from the perspectives of sociology to psychology, providing insights into the nature of intercultural education. Few studies have delved into pupils' cultural backgrounds, and the history of one's country of origin is seldom regarded as a decisive factor in the formation of identity. The Arabic-speaking Moroccan and Syrian communities are the most significant and have interesting histories and education systems. Using Nussbaum's (2010) multifactorial analysis, this research aims to better understand the educational background of Arabic-speaking pupils, focusing on humanities and religious education of those from Morocco and Syria. The methodology embodies qualitative empirical research conducted in Europe that addressed the main factor identified by Nussbaum (2010). The results show the education experience of Syrian and Moroccan pupils was affected by their home country education policies, especially where minority and relationship issues with Europe, the West and Israel were concerned.

With the rise of many coaching regulatory organizations, such as The International Coaching Federation (ICF) and the European Mentoring and Coaching Council (EMCC) in the Middle East and North Africa (MENA), women are becoming central to the dialogue. This is especially the case with The Gulf Cooperation Council (GCC) countries (GCC, 2024) which sees encouraging women and providing empowerment tools and strategies as part of the future strategic transformation in the region. This research essay is based on a survey conducted to explore public opinion on women's participation in coaching as leaders and coaches in Arab local organizations. The survey was launched and circulated in social media and WhatsApp groups using Google Forms. The data collected are representative of both women and men who live and work in Arab cultures and speak Arabic. The survey conveys the perceptions, beliefs, and values of the participants and how they view women's empowerment, leadership, and coaching in organizations. The purpose is to inform women coaches, policymakers, and consultants who support organizational development in MENA. This data-driven article will help enrich the lives of professional women in the field of coaching while supporting practitioners in understanding the landscape.

This study attempts to replicate Pawlak's (2018) Grammar Learning Strategy Inventory (GLSI). It explores the use of GLSI by Saudi students of English as a Foreign Language (EFL) in their college preparation year. The re-emergence of GLSI after a long period of neglect is a significant development in Language Learning Strategies. Consequently, due to the shortage of GLSI studies in Arab countries, this study was conducted. Participants were assessed using the GLSI with its four categories of metacognitive, cognitive, affective, and social strategies. 419 EFL students participated in this study. The findings generally showed a high use of grammar strategies in all four categories of GLSI among EFL learners. As a result, a strong, positive, and significant correlation was found between all the categories of strategies. Furthermore, students' Grade Point Average (GPA) did not appear to affect their use of GLS.

This study aimed to study the association between diglossic reading skills and reading comprehension in first grade students with and without learning disabilities. In this study population, students presented diglossia in literary and colloquial Arabic: 30 first grade students with learning disabilities and 30 first grade students without learning disabilities were assessed using a reading test (accuracy and fluency in both languages: literary and colloquial) and a reading comprehension test. This study's findings show significantly better measures of reading skills and reading comprehension in the students without learning disabilities, and significant interaction between reading and reading comprehension in the entire study population. In view of the marked gaps between the two populations of students, it is important to pay special attention to the population with learning disabilities and strive to help these students improve on the measures tested in this study (reading skills and reading comprehension). This could have a positive impact on a variety of other pedagogical-related phenomena, such as academic achievements in school subjects.

Purpose: This research explores the pivotal role of educational research in supporting democratic civic education amid armed conflict. The study uses the recent experiences in Israel to examine how research can maintain democratic values and foster reconciliation during tumultuous times, aiming to illuminate the transformative capabilities of academic inquiry in crisis contexts. Approach: The research adopts a semi-empirical, exploratory design that evolved from ongoing events. Personal testimonies from a diverse group of seven students were analyzed for overarching theoretical themes. Findings: The analysis reveals that educational research during conflict may act as a critical, transformative tool, highlighting substantial challenges in maintaining civic engagement and democratic education. It underscores the dual role of research in understanding and actively addressing the complexities of armed conflict. Practical implications: The findings stress the need for educational public scholarship and international collaboration to support democratic education, highlighting the crucial role of researchers in shaping educational practices during crises.

Relying on the similarity attraction paradigm and self-categorisation theories, the current study examines how principal-teacher gender (dis)similarity affects the emergence of paternalistic leadership and the influences of such leadership on teachers' organisational citizenship behaviour in the Arab minority in Israel. Data were collected from a sample of 180 randomly selected teachers and their principals from elementary schools in the Arab education system in Israel (180 dyads). MANCOVA, ANCOVA, hierarchical regression analyses and structural equation modelling were used to test the proposed relationships. The results of the overall model indicated that principal-teacher gender dissimilarity affected the emergence of paternalistic leadership and its influences on teachers' organisational citizenship behaviour. Specifically, in the case of principal-teacher gender dissimilarity, paternalistic leadership contributed to improving organisational citizenship behaviour. Theoretical and practical implications are discussed.

Metacognition awareness is a fundamental skill for the 21st century. Accurately measuring metacognitive awareness would be highly relevant regardless of age, background, or cognitive abilities. The current study aimed to evaluate the psychometric properties of the 19-item Metacognitive Awareness Inventory-Arabic version (MAI-A) in the general population of Saudi Arabia. The current study employed Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach's alpha and McDonald's omega (reliability), and average variance extracted and composite reliability (validity to evaluate the psychometric properties of MAI-A among a sample of the Arabian population. Measurement invariance across male and female samples had been conducted. Finally, the Exploratory Graph Analysis (EGA) was used to estimate the dimensional structure of the MAI. In the first step, quantitative face validity was presented to remove the one on the items because of poor indexes. So, the evaluated version was 18 items MAI. Also, the first-order and second-order CFA confirmed the 2-factor model. So, the 18-item MAI presented suitable internal consistency. Second-order average variance extracted validity showed suitable validity of the MAI-A. According to [delta]CFI and [delta]RMSEA, there was no gender invariance between males and females in the MAI-A structure. Finally, the EGA estimated a 3-dimensional structure of the MAI, which was different from the factor structure in the CFA. The MAI-A is a practical and cost-effective tool for evaluating metacognitive awareness in Arab populations. However, future studies should be conducted due to differences between traditional methods (CFA)I and novel methods (EGA) in extracting factors.

Higher-order thinking skills (HOTS) have been an integral part of the English language curriculum in the Israeli school system since 2013, when questions that needed HOTS were added to the matriculation exams in all modules. Teachers subsequently have been responsible for integrating such questions into their teaching. The study aims to investigate the cognitive levels of questions posed by 13 Arab Israeli EFL teachers while teaching reading comprehension in heterogeneous tenth-grade classrooms. It also seeks to reveal the teachers' perceptions with respect to teaching HOTS, and the challenges they face while doing so. Data were gathered by means of a classroom observation checklist and semi-structured interviews. The results show that the teachers tended to emphasize lower-order rather than higher-order questions. The findings of the thematic analysis of interviewees' answers indicate that while the teachers have positive perceptions about teaching HOTS, they nevertheless face significant challenges. Factors hindering HOTS implementation include the teachers, the students, the system, and certain social norms. This implies the need for training courses to develop teachers' knowledge about HOTS and to ensure successful implementation in the English language classroom.

This study explores possible reasons for cancel culture in higher education in the Arab world. Specifically, through Q methodology, it investigates the perceptions of twenty-one academics of different nationalities and from different backgrounds working in various universities in the Arab world as to the causes and their professional experiences of cancel culture. The aim is to contribute to a necessary discussion of cancel culture and its impacts on Arab higher education, with the hope of strengthening the region's academic freedom. The data reveal that several political and social issues engender cancel culture in Arab universities. In effect, results indicate that academics working in higher education in the Arab world embrace a 'culture of safetyism' to keep themselves, their students and the societies in which they live 'emotionally safe'.

The prevalence of tobacco use in the Middle East is alarmingly high, especially among university students; most users initiate tobacco use during adolescence and young adulthood. Evidence-based cessation services can be beneficial when quitting tobacco use; however, these services are underutilized. This study aimed to explore the barriers preventing university students in Qatar from seeking tobacco cessation services. Semi-structured interviews were conducted with 20 Qatar University students who are current or former tobacco users (n = 18/2); most current cigarette smokers were also waterpipe users. The interviews were transcribed verbatim, coded, and analyzed using thematic analysis. The major barriers to seeking tobacco cessation services included misconceptions regarding nicotine addiction, negative perceptions of the cessation services' effectiveness, self-efficacy regarding the ability to quit without seeking cessation services, concerns and preferences regarding practitioners' characteristics at clinics, masculine culture that discourages men from seeking cessation help, social stigma around women who use tobacco in Arab culture, and a lack of time to visit cessation clinics. Our findings address gaps in the literature regarding the individual and sociocultural barriers to seeking tobacco cessation among youth in Qatar. A better understanding of these barriers can facilitate successful promotion of tobacco cessation services and enhance cessation-seeking behaviors.

Purpose: This study examines the attitudes of Jewish and Arab kindergarten teachers in Israel towards multicultural teaching of holidays, within the context of the widening social divisions in Israeli society. Design: The study is based on the interactive acculturation model (Bourhis et al., 1997) and utilizes qualitative research methods such as thematic analysis and content analysis to explore the perspectives of Jewish and Muslim kindergarten teachers. The findings revealed that while both groups emphasized the importance of teaching content relevant to the children's lives, there were differences in their attitudes towards including holidays from the other culture. Originality: This research contributes to the originality of the field by shedding light on the complexities and challenges of integrating multicultural education in a divided society. In addition, the study expands the interactive acculturation model (Bourhis et al., 1997) by adding an examination of oppressive social structures that lead to the failure of the minority to successfully acculturate into the dominant culture.

This study documents secondary pre-service teachers (PSTs) who examined Black Lives Matter (BLM)-themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM-themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature.

A gradual transition from a collectivist to a more individualist identity has been noted in the Arab minority with implications for teachers' well-being and organizational citizenship behavior. This study builds on the Job Demands-Control model to investigate the mediating role of teacher organizational commitment in the relationship between the teacher collective involvement in decision making to teacher well-being and organizational citizenship behavior. Data were collected from a sample of 350 teachers randomly chosen in the Arab educational system in Israel. Structural equation modeling (using the AMOS 21.0 program) was used to test the proposed relationships. The results indicate both a direct and indirect relationships (through the mediating role of teacher organizational commitment) of teacher collective involvement in decision making on teachers' well-being and organizational citizenship behavior. The model which tested both direct and indirect relationships (through organizational commitment) between collective involvement in decision making and teachers' organizational citizenship behavior, and well-being, showed good fit indices (x[superscript 2] = 62.60; x[superscript 2]/df = 2.50; CFI = 0.947, TLI = 0.905, IFI = 0.949; RMSEA = 0.066). Specifically, the bootstrapping analysis reaffirmed the mediating role of organizational commitment between collective involvement in decision making and well-being ([beta] = -0.04, p < 0.001) and organizational citizenship behavior ([beta] = 0.11, p < 0.001). Implications for theory and practice are discussed.

Arab researchers encounter formidable obstacles when conducting and publishing their scientific work. We conducted semi-structured interviews with 17 Arab researchers from various Arab Middle East countries to gain a comprehensive understanding of the difficulties they face in research and publication. We analyzed the transcripts using reflexive thematic analysis. Our findings revealed several key challenges. First, Arab researchers struggle to conduct high-quality research due to limited resources, inadequate funding, and a lack of a supportive research infrastructure. Furthermore, a shortage of teamwork and mentoring diminishes research productivity. Perverse promotion policies, heavy teaching loads, and low salaries force many researchers to seek external income sources, leaving them with insufficient time for research. Regarding publishing in high-impact journals, Arab researchers confront challenges existing of insufficient scientific writing skills, underrepresentation on editorial boards, and unconscious biases against researchers from economically challenged areas. Finally, achieving research integrity is closely tied to lack of access to essential resources. To address these issues, our participants proposed targeted interventions at the institutional and external levels. For example, universities can implement mentoring programs, offer workshops on scientific writing and publishing, and foster a supportive institutional culture for research. Addressing the underrepresentation of Arabic researchers on editorial boards is crucial for equity in global scientific publishing. In conclusion, acknowledging and addressing these challenges will empower Arab researchers, elevate research quality, and promote equitable global scientific collaboration. Our findings provide guidance for universities, governments, and international donors seeking to enhance research and publication practices in the Arab Middle East.

The advance in employing digital technology in education is often accompanied by a dominance of Anglophone digital corporations and tools, and a dominance of Western models of education, resources, practices, and concepts. This influences many aspects of teaching and learning and causes ongoing threat to societies, cultures and communities outside the global and national mainstream, especially those that are small, marginal or fragile in terms of the preservation and enhancement of their own culture and institutions. This paper addresses these threats within the Palestinian context by reporting on a study that explored educators' perceptions of the influence of culture on social media use in education. The conceptual framework that guided this study includes theories of Connectivism such as Siemens' and theories of cultural dimensions such as Hofstede's'. The study used semi-structured interviews with 18 educators at three Palestinian educational institutions who apply different teaching modes. The findings reveal nine cultural aspects that influence educators' perceptions of social media and its use for educational purposes. They also demonstrate the influence of culture on some Connectivist practices in the Palestinian context. Other factors, such as the Israeli occupation were found to affect educators' practices and perceptions. The study reveals cultural aspects that are not included in Hofstede's Cultural Dimensions theory, and this serves to underline that Hofstede's cultural dimensions only provides a partial or incomplete understanding of how culture influences educational technology use in the Palestinian context. The study provides a foundation for future thinking about decolonizing research methods, developing modern pedagogies and appropriating some global concepts within the Arab context.

This research paper aimed to study the transformation of Being in Mahmoud Darwish's last poem "The Dice Player" through a Heideggerian framework analysis. It took Heidegger's famous quote "The poets are in the vanguard of a changed conception of Being" as a point of departure in investigating and unveiling the assumed transformation in the Darwishian Being in the poem. By employing a descriptive-interpretative qualitative research method, the paper argued that "The Dice Player" depicted Darwish's implicit and explicit changed conception of his own Being which Heidegger called 'minemess' particularly in relation to his amour propre, his perception of Death and the 'Other'. The findings reveal that the Darwishian changed conception of Being, which was driven by his anxiety and submission to death, gave rise to a new Darwishian Being. The new Darwishian Being developed a different perception of himself ("amour propre"), death and others in "The Dice Player" when compared to his previous poems. Therefore, the paper concluded that Darwish seemingly joined "the vanguard of a changed conception of Being" by showing a transformation in his Being at three different levels.

The present study aimed to demonstrate how the mixed methods approach was used to develop and validate a quantitative instrument for measuring forms of capital (a "Capital Scale") among K-12 teachers, using the two-phase approach of an exploratory sequential model. The study includes: (1) a qualitative phase based on 16 semi-structured interviews with teachers; (2) quantitative exploratory and confirmatory factor analysis among Israeli Jewish teachers and measurement equivalence analyses of data among Israeli Jewish and Israeli Arab teachers, as two ethnic groups, confirmed the scale's cross-cultural validity. The study contributes to the development of a new instrument for measuring teachers' capital, illustrating the benefit of triangulated methods in a study of participants from different ethnic backgrounds.

The theory-practice gap in nursing education confuses students and decreases the quality of their training. This study aims to examine the gap between theoretical teaching and clinical training for students at AAUP. A cross-sectional survey of 192 nursing students at AAUP. Questions measuring aspects of the theory-practice gap were developed based on the literature review. Socio-demographic variables included sex, age, residence, and school year. Simple frequencies and multivariate linear regression were used to analyze the data. The p-value was set at 0.05 for statistical significance. The practical trainer was the most important factor in bridging students' theory-practice gap. Practical trainers who explain to the students the theoretical protocols of the nursing procedures produced students with better abilities to link theory and practice (B = 1.53, P = 0.000). The university teacher was less important in the theory-practice link. The simulation training was significantly related to students' abilities to link practice with theory (B = 0.28, P = 0.036). Investing in nursing clinical practice and supporting the clinical instructors is recommended. Communication between the university teachers and the practical instructors can improve their training skills and their abilities to link theory with practice.

This study examines East Jerusalem teachers' perceptions of and attitudes toward acquiring and communicating in Hebrew as a second language. The context of the study is a complex education system dominated by the Israeli-Palestinian conflict. East Jerusalem's education system is divided between schools supervised by Israel's Ministry of Education and those supervised by its Palestinian Authority counterpart. Israel's Ministry of Education requires that teachers in its East Jerusalem public schools learn basic Hebrew language and communication at an Israeli institute of higher education. This research seeks to examine a sampling of East Jerusalem teachers' perceptions and attitudes toward acquiring Hebrew as a second language and communicating in it with the majority Jewish society. Study participants, all Arab teachers from East Jerusalem who had studied Hebrew at an Israeli college, were asked about their command and usage of Hebrew in several open-ended questions provided on a structured questionnaire that offered the respondents the ability to elaborate on their thoughts. The responses were subsequently assessed qualitatively. The study found that the participants' willingness to learn Hebrew for daily communication purposes was motivated primarily by instrumental and pragmatic considerations. According to the findings, the participants' communication in Hebrew was accompanied by feelings that in the process of acquiring and using the language, they were jeopardizing their sense of Palestinian identity as Palestinian citizens under Israeli rule. These perceptions arose in the context of the precarious status of East Jerusalem. The finding that national identification appears to impede second language acquisition has important implications for national language policy in similar regions.

This paper constitutes a relatively new area that has emerged from the relationship between Special Education Need (SEN) students in normal classrooms and teachers' perspectives. The purpose of this study was to investigate factors that could contribute to differences in attitudes of public-school teachers toward the inclusion of students with special needs in general education classes in the Arab schools in Israel. The study used a quantitative methodology, adopting an online survey method of data collection, addressed to a total number of 237 teachers working in government public schools. The findings indicated that teachers who hold a master's degree were more likely to accept the idea of integrating SEN students in regular settings and suggested that teachers' education level affected their emotional attitude towards SEN integration. These findings embody significant practical meanings. A change is needed in the way Arab society perceives students with SEN, and how this society treats their integration into the framework of regular students. A practical recommendation of this study is that the Ministry of Education should offer intensive training for a wide range of teachers to be able to deal with students with special needs.

The present research examined helping relations among Israeli Arab and Jewish parents by focusing on collaboration between parents and teachers, parental self-efficacy, and help-seeking orientations from teachers: autonomy, dependency, and avoidance of help-seeking. The difference between the two main forms of help--autonomy and dependence--represent different qualities of help which parents can obtain for their children. The current study included 121 Arab parents and 192 Jewish parents who have at least one child in elementary school. According to the regression analysis, Jewish parents reported using higher levels of autonomous help-seeking, while Arab parents reported using dependent and avoidant help-seeking orientations. Furthermore, for both Arab and Jewish parents, high levels of collaboration between parents and teachers increased their tendency to seek autonomous help from teachers. In addition, ethnicity (Arab/Jewish), parental self-efficacy, and collaborative relations between parents and teachers predicted parents' help-seeking orientation in diverse domains. This study highlights cultural differences regarding parents' engagement with teachers. Based on the positive contribution of parents' engagement in general, we recommend conducting a culture-specific intervention aimed at encouraging both parents and teachers to establish helping relations.

This study aimed to explore whether educated Arabs prefer to read paper or digital materials and which reading technologies and applications they use. The sample consisted of 272 educated Arabs (81% males and 19% females) who are Twitter users, who gave 437 responses to questions, hashtags and threads asking, "which digital media and digital devices do you use for reading, why, the advantages and disadvantages of digital reading vs reading from paper material". Data analysis showed that 71.5% of educated Arabs in the sample read traditional printed books and 28.5% read digitally and use digital reading technologies as follows: 15% listen to audiobooks, 6.5% use Kindle, and 7% use e-Ink, Audible, Storytel, Feedly, text-to-speech software (Read Aloud, Natural Reader Pro and Kurzweil 1000), Instapaper, Evernote, Raindrop, Pocket, Siri, eBooks, Artificial Intelligence (AI), Tarteel, Wajeez, Sibawayh Reader, and Screen Readers such as JAWS, Window Eyes, VoiceOver, Thunder, and HAL by blind students. Digital readers in this study use smart phones, iPads, tablets, and computer screens and are familiar with digital document formats such as Pdf, Epub, Mobi, IPA and AZW. The percentage of educated Arabs who use digital reading and reading technologies and apps is small, taking into consideration that many Arab people have access to the Internet and have a smart phone, a desktop or laptop computer and should be able to access a plethora of reading apps, digital resources, and reading technologies. It seems that many educated Arabs are not familiar with digital reading, eBooks, e-libraries, online reading resources, reading technologies and applications. Digital readers gave some explanations for their preferences and how they use digital media reading, when and where. Some recommendations for familiarizing children, students and the public with digital reading and reading technologies are given.

This study sought to find out whether educated Arabs read paper or digital materials; which reading technologies they use; amount of material they read; the place where they read; how much time they spend on reading; when they read; how they reduce distractions; how they motivate themselves to read; how they interact with the text; their reading rituals; and whether there are significant differences in reading habits according to gender, age, area of specialty and educational level. Unsolicited responses to a Twitter survey from 172 male and female adult Arabs with different ages, educational levels and areas of specialty showed that 13.5% use reading technologies, 15% prefer to listen audiobooks, and 71.5% read paper books. 16% read an hour a day; the majority read less than an hour a day and 13% read whenever they can. Some read 10 pages a day; others finish three chapters/articles a week; 14% read before bedtime; 15% listen to audiobooks while driving, working out, walking, cooking, and running errands; 5% read during wait times; 4% read before they start work; 3% read during their break at work; 3% read in the afternoon; 3% read after sunset prayer, and over the weekend. Some carry their Kindle device with them and read anywhere. To reduce distractions, 23% set a specific time for reading; 12% stay away from their smart phones or turn their mobiles to the silent mode; 6% read in a quiet place; 6% use a timer; 3% drink coffee to focus; 2% listen to music; and some use a pencil and paper to take notes and underline. No significant differences were found among respondents in terms of gender, area of specialty, educational level, the type of material read, reading technologies and applications they use, how much time they allocate to reading, where they read, how they reduce distractions, how they motivate themselves to read, their reading rituals and how they interact with the reading material. The study gave recommendations for encouraging the young generation to read in the age of social media and distractions and which technologies help them develop better reading habits.

With the conversion of Turks to Islam, it is seen that Islamic works began to emerge in the field of Turkish language. Among these works, Qur'an translations have an important place. Qur'an translations are in the forms of tafsirs (commentaries), surah tafsirs and interlinear translations. Although interlinear translations are primarily seen in the field of Eastern Turkish, there is also considerable number of interlinear translations in the Anatolian field. The fact that interlinear translations are verbatim translations is essential in that they reflect the vocabulary of their period. Although some academic studies have been conducted on these translations, there are different translations in our libraries and museums on which no scientific work has been conducted. The authors and copyist of some of these works are known, but most authors and copyists remain anonymous. Turkish translations of Qur'an, which have a unique place importance in following the historical periods of Turkish language, are also essential in terms of language studies. They are of particular importance in terms of semantic research and lexicography, as they show how the new concepts that came with the religion after the Turks' conversion to Islam are expressed. In this paper, the Old Anatolian Turkish interlinear Qur'an translation, registered at Turkish Manuscripts Department of the Library of Presidency of Religious Affairs with number 279/ 288, which reveals the richness of meaning and vocabulary of Turkish language, is being promoted and analyzed. This copy with some missing surahs and interlinear translations consists of 350 leaves in total. We do not have any information as to where, when, why and by whom the manuscript was written. This manuscript, on which no scientific study had been conducted so far, is examined using document analysis method.

The use of stories in science education can make science more interesting and engaging, illustrate concepts, and provide opportunities for contextual and meaningful learning. Also, integrating a scientific story in which the sustainability goals are incorporated can lead to increasing students' motivation to learn as well as improve and facilitate the learning process. Having children ask questions allows the educator to learn about the child's insights, views, level of interest, motivation for learning, and knowledge. Therefore, this study focuses on the relationship between science storytelling, questioning, and sustainability among elementary school students. It compares the levels of questioning among primary students who learned a sustainability story in segments versus those who learned the story in its entirety. A quantitative study was conducted involving 120 second graders from the Arab sector in Israel. The results revealed a significant difference in the two groups' level of questions: the students in the experimental group, who learned the story in segments, asked higher-level questions than those in the control group. The study concluded that learning a scientific story in segments proved effective in enhancing primary students' questioning ability, and that there was a notable preference for this segmented storytelling approach over traditional whole unit learning methods.

This study investigates the perceptions of a sample of Arab science teachers pertaining to the cultural factors affecting pupils learning processes in three Arab countries. A randomly sampled group of 169 science teachers from the three countries comprised the participants, Egypt (N=37), Yemen (N=53), and Saudi Arabia (N=79). A questionnaire consisting of 48 items measuring six cultural factors was used to collect data. Descriptive statistics and one-way ANOVA were used to analyse data. Results indicated that teachers in the three countries have a consensus that science is not exclusively an aspect of Western culture. Saudi Teachers' awareness of the influences of the cultural factors on science education was clearer than that of the Egyptian and the Yemeni teachers. There were significant differences in the nature of science subscale, common everyday scientific knowledge subscale, and classroom science teaching and learning subscale, while there were no significant differences in science, culture and community subscale, science learning subscale, and science and real-life subscale. Scheffe post hoc test indicated that Saudi teachers scored higher than their Yemeni peers in their perceptions of nature of science subscale and common everyday scientific knowledge subscale while Egyptian teachers were more likely than Yemeni teachers to perceive cultural factors affecting classroom science teaching and learning. We concluded that cultural factors could facilitate or debilitate science education in schools. It is vital to increase science teachers' awareness of the role that cultural factors play in facilitating science instruction and learning.

Intellectual engagement is essential for international students' academic success. However, academic speaking challenges associated with communicative language anxiety and inadequate prior learning experience could impede students' academic communication abilities in foreign universities. Thus, students adopt academic speaking strategies to tackle these factors. Therefore, an explanatory sequential design was utilised to investigate students' academic speaking challenges and strategies used to counter these challenges in foreign universities. An online survey with 223 respondents was conducted, followed by 15 interviews and a focus group discussion. SPSS was used for quantitative data analysis. NVivo analyses of interviews and focus group discussions were performed to generate themes. It was found that communicative language anxiety and prior learning experience significantly affect academic speaking challenges and academic speaking strategies. Thus, stakeholders should consider international students' communication challenges caused by negative prior learning experiences to facilitate their overseas higher education.

The study aimed to identify the level of emotional regulation and psychological identity styles among adolescents. It also identified emotional regulation as a predictor of psychological identity styles in adolescents. To achieve the aim of the study, the descriptive correlational approach was used. The study sample consisted of 645 male and female students, randomly selected from adolescent students in secondary and preparatory schools in Nazareth District inside The Green Line in the first semester of the academic year 2022/2023. The results showed that the level of the dimensions of emotional regulation (cognitive reappraisal and suppression) among adolescents in Nazareth District inside The Green Line was moderate from the point of view of the study sample. The informational identity style came in the first rank with (45.4%) of the study sample, and their scores for this style were higher than their scores for the other two styles. Then, the normative identity style was followed by (30.1%) of the study sample. The diffuse/avoidant identity style came in third and last place with (24.5%) of the study sample. The results also showed a statistically significant predictive ability between the informational, normative, and diffuse/avoidant psychological identity styles with emotional regulation dimensions (cognitive reappraisal and suppression). The study recommended that students be encouraged to adopt the informational identity style, especially since the study results revealed a positive relationship between this style and emotional regulation. It also recommended training students with a diffuse/avoidant identity style on emotional regulation, especially since the study results revealed a negative relationship between emotional regulation and the diffuse/avoidant identity style.

In this study that draws from the fields of social psychology and multicultural education, 45 Arab and Jewish pre-service and 108 Arab and Jewish in-service teachers were presented with a program designed to foster intergroup empathy and inclusive views. The two groups went through a similar process: choosing their outgroup, finding media that presented their outgroup's narratives, and reflecting on the experience. This study used mixed methods, including content analysis of the teacher's reflections. The findings indicate that mediated contact is an essential element of the empathy-enhancing process and that the narrative approach evokes expressions of empathy and inclusion. Differential outcomes between teachers were observed, which can clarify the process effects and how they foster empathy and inclusion.

This study explores the influence of kindergarten care on the social and cognitive development of Saudi Arabian and international students in early childhood education in Saudi Arabia. A mixed-methods approach assessed the development of 302 children, aged between 5 years and 11 months to 7 years, and their mothers in Saudi Arabia's Eastern Province. The study utilized the Cognitive Abilities Tests (CogAt) and the Social Skills Scale (SSS), considering variables like gender, kindergarten type, family income, and maternal education. Results indicate a significant correlation between children's social and cognitive development, with cognitive abilities potentially predicting social skills. Mothers' responses suggest that while kindergarten plays a crucial role in children's development, it remains insufficient for optimal social and cognitive growth. This study highlights the growing focus on kindergartens in Saudi Arabia for their potential to boost cognitive development and academic success.

The increasing trend of studying abroad, driven by globalization, has led students to seek educational and professional opportunities in foreign countries. However, they face numerous challenges that affect their academic and social integration. This study aims to examine the factors influencing communication among Arab students studying in Malaysia. It adopts a positivist approach and a quantitative methodology, using a questionnaire to collect data from students in Malaysian universities in the Klang Valley, including Kuala Lumpur, Selangor, and Putrajaya. Convenience sampling was employed to distribute 450 questionnaires to students, resulting in 300 valid responses. SPSS and PLS-SEM were utilized for the data analysis. The study revealed that perceived discrimination at a university negatively impacts study-abroad experience, while homesickness has no significant influence. Teacher support, on the other hand, significantly influenced study-abroad experience. The research also explored the mediating role of study-abroad experience, finding significant mediation in all relationships except for the link between homesickness and willingness to communicate.

The importance of multiculturalism in education in general and in academic institutions for teacher training in particular, it receives a lot of attention in the academic-educational research field. Most of the studies held in Israel about teacher training accompanied by a multicultural approach as part of an educational concept discussed the distinction between the attitudes of students from different cultural groups or their achievements; Others proposed models for multicultural education or contented themselves with raising awareness of the need to design models. This study seeks to propose an interventional concept oriented to situation assessment and well planned within the framework of diverse lessons as part of a pragmatic tool -- applicable that seeks to educate for intercultural care and cultural competence. To examine these training processes, the qualitative paradigm was chosen by the activation of an action research that continued within the framework of a course called: "Education for ambassadors for a shared life" that was prepared in advance after a careful assessment of the situation and divided into structured steps. 10 female teaching students participated in the study: 6 Jewish and 4 Bedouin Muslim women, residents of the southern region of the State of Israel. The students wrote reflections and were asked to formulate a joint educational project. The results of the study emphasize the importance of learning the mutual culture as a tool that produces closeness and reducing stereotypes; Understanding the need to take mutual cultural responsibility as future teachers and citizens; Collaborative learning spaces of this type create a safe educational space for self-expression and presentation of personal and cultural identity. Cultural sublimation and a sense of belonging were also expressed. All the participants recognize the importance of the topic and the need to learn.

This is a report from the field, where an immigrant mother journaled about her Yemeni American daughters (ages 7 and 13, born and raised in the U.S.) visiting museums for the first time. Her diary documented how mother-child and sibling interactions in museum education contributed to building cognitive and affective skills required for academic success in formal schooling. Her diary entries included: (1) anecdotal observations, (2) interviews of her daughters and her immigrant father, and (3) reflective and photographic journaling. Her daughters' journaling and photo documentations further supported their mother's entries. Vygotsky's sociocultural theory is the conceptual framework for this project. The mother promoted her daughters' immigrant identity via visits to museums and activities related to the museum and the family's immigrant identity offered before, during, and after the museum visits. The project culminated with her daughters creating their unique family museum and dramatizing as docents. We recommend: (1) museum-related interactive literacy activities, and (2) creating and dramatizing a family museum. We buttress these recommendations with research, Vygotsky's theory, and our evidence-based practice. We conclude that the daughters demonstrated the cognitive and affective skills required for academic success in formal schooling while simultaneously developing their immigrant identity. We suggest replicating this project to promote immigrant identity among other cultural groups. We lastly present an educational case study of the grandfather's immigrant experiences in the appendix.

In this article, we present a case study of a sixth grade English Language Arts (ELA) teacher and her students at an American Islamic school. The perception in the literature is that schools are an important bridge for immigrants to engage with their adopted culture. We examined the curriculum and instructional practice of sixth grade ELA teacher Sarah El-Ahmed, who was teaching second generation immigrant Muslim children at Bright Star Muslim School (names are pseudonyms). We also examined the students' responses to the teacher's efforts to foster an Islamic identity orientation and integrate the beliefs and practices of Islam with those of the pupils' adopted home. Our findings suggest an appropriate level of teacher support can be transformative for meaning and identity and help solidify an Islamic perspective in an intersection between secular and spiritual worldviews. This study suggests that the teaching of literacy may extend to reading secular as well as sacred texts to accommodate the sociocultural needs of the students.

Minority youth are a complex and diverse population in America who are often misunderstood, misclassified and misrepresented. These youth face a school system that has been teaching an inaccurate and negative narrative about who they are and a system that does not understand their unique needs. Using the findings from studies on Arab American youth as well as migrant youth in America, this qualitative exploratory study examines the factors that can better equip our schools, administrators and teachers to help minority youth succeed.

This article describes how to help students connect what they learn in the language classroom to the outside world as they learn to understand, produce, and analyze spoken, written, visual, and cultural information in their second language (L2). As learners make connections between course material and the physical and virtual spaces where the L2 is used, they are introduced to the concept of "linguistic landscape" (LL), which refers to language on signs, advertisements, in graffiti, and other public venues. The examples come from a Hebrew class, where students gain deeper understanding of diverse intercultural realites in Israel and are prepared to function in authentic communicative situations. Colleagues in other languages could also use LL as a basis to explore intercultural realities of any multilingual space--from Berlin to Québec or in students' own environments.

This paper uses the Mincerian approach in an experimental way to examine the impact of education on household incomes (not labor earnings) of all workers (not just employees) across 162 countries. Our results are broadly similar to the conventionally estimated rates of return to education after allowing for the fact that earnings are only a part of total household incomes. We then apply the results to the case of Arab countries and find that our experimental approach can promisingly be used for the study of the impact of education not just on individual earnings of employees but also on total household incomes of all workers and more broadly on the economy and the labor market.

This study explores the potential of empowering children as peace agents through education by using the case of the TEC4Schools program. The program is based on Allport's Contact Theory and promotes prolonged exposure to the 'other' culture among culturally diverse groups of students. It is based on the hypothesis that extended contact periods encourage more positive attitudes towards different cultures. The study involved three groups of mainly 5th and 6th grade students: The first group participated in the program for the first time, and we call them first-year participants and some of them participated in the program for second year and we call them second-year program participants, and the control group who never participated. Surveys were distributed at the beginning and end of the year, exploring attitudes, proximity, and friendships with peers from the other group. The results showed that second-year participants improved their attitudes towards and willingness to be close to children from other cultures. These findings suggest that the TEC4Schools project and the TEC Model effectively improve attitudes towards children from other cultures among second-year participants. Further research is needed to understand these differences and refine the project to be more effective for all participants.

Our article explores the challenges that faced Jewish and Arab kindergarten teachers, and their different ways of coping with those challenges, during the implementation of the programme 'My Diverse Kindergarten' in three mixed cities in Israel. The programme aimed at reducing prejudices and improving the relationship between Jews and Arabs in these cities. Based on data from a qualitative study, including interviews with Arab and Jewish kindergarten teachers, we examined the challenges related to the encounter with the other, and identified a variety of coping patterns, mostly related to the ethnic and professional identities of the kindergarten teachers. Our discussion relates to some of the factors that enabled the success of the programme in achieving its purpose.

The current study examines the challenges and coping of Arab women employed as child caretakers in kibbutz kindergartens in Israel. Fifteen semi-structured interviews were conducted with Arab caretakers. Three themes were identified: (1) Self-perception as secular Israelis versus a combined Muslim-Arab one Israeli-civic identity; (2) The families' reaction to their decision to work in a kibbutz and to their adoption of Western and kibbutz norms that clash with traditional Arab ones; (3) Conditional acceptance by Jewish kibbutz society. The main recommendations following this study are to create a training model that would include both the Arab caretakers and other staff members in the kibbutz education system to heighten their awareness of these issues. In addition, since the entry of Arab women caretakers into the Jewish-Israeli early childhood education system is a growing trend, it is important to raise awareness in Israeli society of the complex issues raised by this phenomenon.

This article looks at the meaning of solidarity as related to the Egyptian uprising of January 2011. Through participant interviews, field notes, and observations, the author examines the role of grassroots theatre in enabling the aspirations of the revolution to live on amongst its players, and despite more stringent state control over the arts and freedom of expression. The author examines how solidarity can take different forms through silence, witnessing, and embodied creative works.

This study used a capability approach to investigate Saudi women's empowerment experiences and their capabilities in decision-making regarding choosing their university majors. Further, the study explored what capabilities women required to make decisions regarding their majors at university. Qualitative data were collected through interviews with 26 women, comprising graduates, students, and faculty members. Results revealed that new legislation and regulations in Saudi Arabia have positively influenced sociocultural transformation. However, in small cities and nonurban settings, women may struggle to reject traditional social norms despite their empowerment. The findings indicate that encouraging students' voluntary work and their membership in groups and organisations, as well as ensuring diverse hiring practices are in place in rural areas and small cities, could support a more general acceptance of women's empowerment.