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Due to the outbreak of COVID-19 pandemic, most schools in Mizoram shifted to online learning platforms to continue with their academic activities. A survey was carried out using a questionnaire to identify the effectiveness of online learning. 356 students and 60 teachers from different secondary and higher secondary schools in Mizoram responded to this survey. To find the effectiveness of online learning, percentages were calculated to analyze the data and the mathematical consensus ("Cns") were calculated. Students' preferences and perceptions on various attributes of online classes were analyzed. The results indicated that most of the students and teachers were not quite ready to shift to online learning platforms. Bad internet connectivity, low data limits, slow data speed, demand for costly devices such as smart phones and related software and connectivity were problems faced in conducting online classes. It was found that the students preferred using smart phones to follow online classes, and mathematics was the most difficult subject to learn or teach in online classes.

The present research examined the personality traits prevalent among Arab teachers as a minority in the Arab educational system in Israel. Personality traits has much significance in the prediction of human behavior in various situations. Personality traits affect a person's behavior. Usually personality traits do not change, and they are reflected in a person's behavior in various situations. Teaching, like any other profession, requires specific traits, skills and personal abilities, a basis of extensive, professional knowledge and the appropriate perceptions and thinking. Teachers' personality traits play an important role in their work. There are correlations between people's personality traits and their behavior in various situations. Thinking styles constitute a central aspect of one's personality, whereas other researchers claim that personality traits and thinking styles overlap somewhat, but that each of them provides a unique contribution, with clear structures characterizing them. Personality traits explain a high percentage of the diversity in thinking styles and explain the variations in thinking styles in higher percentages. Personality traits among Arab teachers as members of a national minority in Israel have not attained research attention up to now, despite this society undergoing rapid processes of change in social, economic, political, cultural and family spheres. In light of this, it is vitally important to study the subject and examine what personality traits are prevalent among Arab teachers as a minority in the Arab educational system in Israel. 185 teachers from the Arab minority participated in this research. The teachers responded to a questionnaire on personality traits, where research questions made use of theoretical statistics with the statistical analysis program SPSS. The principle research findings revealed that the personality traits prevalent among Arab teachers in the Arab educational system in Israel are: extraversion, agreeableness and conscientiousness; despite this, traits of openness and emotional stability were less prevalent among them.

The objective of this research is to examine how principals of Arab schools view the evaluation of teachers and to determine whether and to what extent their perceptions of teacher evaluation differ. The Arab educational system in Israel is an integral part of the general educational system. For the most part it is run by Jewish administrators. Fundamental decisions are determined by officials who are not Arabs, despite the fact that the Arab citizens of Israel possess unique national and cultural characteristics. This systemic control has prevented Arabs in Israel from controlling the objectives of education or from shaping and directing the Arab educational system according to the collective interests of the Arab public. The findings of the study can contribute to research knowledge about school principals and can help in making decisions regarding how to introduce, adapt and make more intelligent use of teacher evaluation. School principals' perceptions of teacher evaluation are an expression of their leadership style. These perceptions also have an impact upon patterns of using teacher evaluation. Principals can view evaluation as part of their administrative functions or as part of their pedagogical and leadership roles. Thus it can be assumed successful use of teacher evaluation is also related to the principals' perceptions of this evaluation. The way in which principals view teacher evaluation is defined by how they see the objectives of this evaluation. To what extent do they see teacher evaluation as a systematic means for determining teacher compensation, promotions and continued employment? Alternatively, do they see it as a way to empower teachers by helping them develop and improve their teaching performance? The data were collected from 100 school principals. The results indicate that most of the principals saw the evaluation process as transformational and constructive. In their view, the objective of teacher evaluation is to help teachers improve their work. The principals who did not participate in the in-service training saw teacher evaluation as a means of exercising control, offering compensation and demonstrating authority.

The proposed intervention program's aim was to change teacher trainers' attitudes towards universal values. The program takes into account the unique cultural context of the developing society. The goal of the program was to reduce the gap between declared teacher trainers' attitudes and their actual attitudes towards universal values in the education system of the Arab minority in Israel. The program was made up of training workshops. Reflective methods based on the theory of cognitive dissonance adapted to the social and cultural reality of developing societies, along with research tools employed to measure the teacher trainers' attitudes, were developed and used. Qualitative and quantitative analysis of the workshops was realized. The results of the analysis point to a reduction in the discrepancy between the teacher trainers' declared attitudes and their actual attitudes towards universal values.

Two major education system reforms were introduced by Israel's government in collaboration with the teachers' unions. These reforms redefine principals' and teachers' roles, increasing teachers' work hours, and the scope of their work. School principals absent from the reform negotiations, are expected to apply the reform, although their work conditions were harmed. This research examines how principals cope with those reforms, and why they sometimes apply them in ways that seem to contradict their interests? Semi-structured interviews with 30 school principals, and 10 schoolteachers, indicated that the reforms have encumbered school principals' complex tasks. They have little time or ability to thoroughly apply the reforms, responding to multiple stakeholders, political pressures, the exam regime, human resource management, etc. They often ignore policy directives, delegating authority to others, refrain from using certain resources provided by the reforms and allow internal forces to lead, while remaining uninvolved. Conclusions are presented.

Forest plantation initiatives hold significant prospects to impact various dimensions of poverty, highlighting the crucial need to understand this link in the context of sustainable development. In the 1990s, countries participating in the Belt and Road Initiative (BRI) witnessed a notable progress in forest plantations. While earlier research primarily focused on assessing the effects of these plantations on specific facets of rural poverty, this study aims to delve into the broader macroeconomic implications of forest plantations on the Multidimensional Poverty Index (MPI). From 2010 to 2020, the study used the Fully Modified Ordinary Least Square (FMOLS) and Driscoll-Kraay estimators to scrutinize the influence of forest plantations on the MPI. The research findings unveil a significant negative effect of various factors, including the rule of law (RL), agricultural expansion (AGR), and forest plantation (FP), on the MPI in BRI countries. Interestingly, political stability and the control of corruption exhibit a positive effect on the MPI. Furthermore, causality tests indicate a unidirectional link between MPI and political stability and a one-way connection between forest plantations and MPI. Suggestions for BRI countries involve promoting sustainable forest plantation initiatives through strategic encouragement and investment while highlighting responsible management practices. Also, it is advised to implement policies that encourage political stability and strengthen governance, thereby developing an enabling environment for effective poverty reduction. [ABSTRACT FROM AUTHOR]