Search

This paper aims to assess the impact of the reciprocal teaching strategy on the academic performance of student-teachers enrolled in the Higher Professional Diploma (HDE) program at Ajman University, United Arab Emirates. The study adopts a quasi-experimental design, employing pre- and post-tests and a control-experimental group configuration. The sample comprises 80 student-teachers selected from Ajman University during the second semester of the academic year 2022-2023. An academic achievement test in a multiple-choice format serves as the research instrument. The study's outcomes reveal noteworthy differences, indicating significant mean variations in the post-test scores between the experimental and control groups, favoring the control group in the context of the Reciprocal Teaching strategy. These results hold implications for international students, prompting considerations about the transferability and generalizability of teaching strategies across diverse cultural and educational settings. The findings suggest the broad effectiveness of the reciprocal teaching method, emphasizing the necessity of aligning teaching strategies with international students' specific needs and preferences. The research underscores the importance of tailoring teaching approaches to meet the unique requirements of a diverse cohort of global learners. It suggests that reciprocal teaching demonstrates efficacy across varied groups of international students, emphasizing the importance for instructors to select instructional methods that cater to the distinct needs of their diverse international student body.

Digital learning tools have become increasingly popular worldwide as they enhance the teaching and learning process. It has the potential to improve the educational experience and awareness of children both within the host country and internationally. Additionally, it can contribute to personal growth, promote fair competition, increase productivity, and foster a lifelong love of learning. The main aim of this study was to examine how digital education can enhance the learning of young children from both the host country and international backgrounds. The study sample consisted of 53 female childhood education teachers, including 23 national and 30 international teachers from the Emirate of Sharjah in the United Arab Emirates. The participants were selected using the available sampling method. To achieve the study's goal, a carefully crafted, semi-structured interview was created, considering its validity and reliability. The study revealed numerous consequences linked to learning through digital tools, which enhance the quality of education for both local and international children in the host country. The results highlighted the importance of cognitive learning through digital platforms as well as the development of emotional aspects. The results of this study showed that students achieved a wide range of learning outcomes in areas such as language, mathematics, science, and social skills. In addition, the findings provide significant evidence of the impact of digital learning tools on enhancing the motivation of host country nationals and international students to learn and improving their perception of independent reading. Moreover, positive attitudes toward learning environments emerged as a side effect. In conclusion, the study presents a set of relevant recommendations.