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Decades of persistent power outages in Iraq have triggered economic, environmental, and technical woes. Building-integrated solar energy offers a compelling solution. This study explores the viability of a hybrid system combining renewable and conventional sources to power an educational building. Technical and economic analyses using SAM software identified a (PV-DG-Battery-Grid) HES with 5.6kW PV, 400kW DG, 5.5kW inverter, and battery bank as the most feasible, optimal, cost-effective, and environmentally friendly option. Further analysis assessed the impact of factors like solar radiation, fuel price, battery state of charge, cost of energy, performance, and CO2 reduction. Solar panels are estimated to generate 10,210 MWh/year. This research promotes the shift towards renewable energy integration in Iraqi buildings, supporting improved energy management and a more sustainable future.

This study aims to explore the reality of employing digital technologies in the education of kindergarten children and the primary stage. It also aims to determine the views and perceptions of children towards these technologies and how to deal with them. The study also aims to determine the perceptions of kindergarten teachers and the primary stage towards employing digital technologies in children's education. This study included two approaches: the qualitative to reveal the reality and perceptions of employing digital technologies through conducting interviews and recording observations, and the second one quantitative by preparing a scale to measure teachers' perceptions towards employing digital technologies in children's education (PBDT), which consists of (62) paragraphs measuring (6) Various aspects. The sample consists of (64) children from kindergarten and primary stage, from both the government and private sectors. As for the sample of teachers, it reached (99) teachers from kindergarten and primary stage teachers from both the government and private sectors. The study concluds that the majority of children use digital technologies, and this use is done under the supervision of parents; (YouTube) is the most used application, electronic games are the most topics that employ digital technologies, then religious studies and music. The study also shows that children prefer traditional games, story-telling from a mother or teacher, and studying through books instead of using digital technologies. The study also shows that teachers' perceptions of employing digital technologies are moderate. Besides, the number of years of experience, the teaching stage, and the level of knowledge of digital technologies are all factors that do not affect teachers' perceptions towards employing digital technologies.

The purpose of this study was three-fold: first, to investigate the image of scientists held by prospective teachers with respect to academic levels (1st year and 4th year); second, to identify sources of their image; third, to identify the most influential scientists from their point of view. The sample consisted of 140 preservice classroom and child education teachers enrolled at University of Petra, Jordan. A questionnaire, the Draw-a-Scientist Test (DAST) and a number of closed- and open-ended questions were used to collect data. Results of this study showed that participants had a balanced image of scientists, offering a positive image of scientists with regard to cognitive characteristics such as intelligence and a rather negative image in affective characteristics such as religion. Results also showed that participants saw the scientist as an elderly male with unkempt hair, and working in a lab. The 4th year students demonstrated a more stereotypical image compared to 1st year students. Findings showed that the substantial sources of their images were the following: Internet, science stories, academic texts, and teachers. The results also showed that 65.7% of participants indicated the absence of scientists in Jordan and that the most influential scientists were Einstein, Newton, Edison and Ibn-Sina.

The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers' beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers' perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.

This study aimed to investigate the levels of teachers' reflective practices as well as their attitudes toward professional self-development in relation to various variables, including gender, number of workshops attended and experience. The study sample consisted of 162 teachers who work as teachers at a number of private schools in Amman. Two scales have been used in this study; the first questionnaire consists of (28) items to measure teachers' reflective practices in 6 dimensions. The second scale consists of (18) items to measure the attitudes-towards-professional-development. Results found that the level of teachers' reflective practices on the scale as a whole were within an 'acceptable' level; however, their practices in the subcategory of"appreciating criticism" were below acceptable. Findings indicated that teachers' attitudes toward professional development were positive. Findings further revealed a strong correlation of 0.485 between the reflective practices and the attitudes toward self-development in teachers.