هدفت الدراسة إلى استكشاف دور المرونة النفسية في التنبؤ بالتكيف الأكاديمي لدى الطلبة الموهوبين في إمارة الفجيرة، وتحديد مستوياتهما والكشف عن العلاقة بينهما. شملت العينة 77 طالبًا وطالبة من مدارس وفصول الموهوبين، وتم استخدام المنهج الوصفي التحليلي. استخدمت الباحثة مقياس المرونة النفسية (Connor & Davidson, 2010) ومقياسًا خاصًا بالتكيف الأكاديمي. أظهرت النتائج أن مستوى المرونة النفسية كان مرتفعًا (متوسط = 3.85)، حيث سجل بُعدا "تعدد المصادر" و"الغرض أو الهدف" أعلى القيم، بينما جاء بُعد "الصلابة" في المرتبة الأخيرة. كما تبيّن أن مستوى التكيف الأكاديمي مرتفع أيضًا (متوسط = 4.04)، وبرز بُعدا "إدارة الوقت" و"العلاقات الاجتماعية" كمجالات قوة. لم تُظهر النتائج فروقًا دالة إحصائيًا بحسب متغير العمر. بالمقابل، كشفت النتائج عن وجود علاقة ارتباطية موجبة ودالة بين المرونة النفسية والتكيف الأكاديمي (r = 0.447, p < 0.01)، كما بيّن تحليل الانحدار أن المرونة النفسية متغير تنبؤي دال للتكيف الأكاديمي (R² = 0.20, p < 0.001). توصي الدراسة بتقديم برامج تدريبية لتعزيز التفكير الإيجابي والصلابة النفسية، وتوفير بيئات تعليمية محفزة تدعم التكيف الأكاديمي وتحسّن أداء الطلبة الموهوبين.

This quantitative study examines the influence of quality management practices on operational performance across multiple sectors in the United Arab Emirates (UAE). Data were collected from 30 organizational respondents using structured questionnaires. The analysis explored the relationships among quality management practices (QMP), organizational culture (OC), leadership support (LS), employee engagement (EE), and organizational productivity (OP). Regression results revealed that OC (β = 0.396, p = 0.048) and LS (β = 0.394, p = 0.034) significantly enhanced productivity, while EE (β = -0.142, p = 0.479) showed no significant effect. QMP had a positive but non-significant relationship (β = 0.138, p = 0.449). The findings support the importance of leadership and culture in driving quality outcomes and operational excellence. The study recommends continuous improvement strategies, proactive risk mitigation, and increased use of data analytics to support quality-driven performance.

هدفت هذه الدراسة الاستكشافية إلى تحليل العلاقة بين الذكاء الوجداني والتحصيل الأكاديمي في مادة الرياضيات لدى الطلاب الموهوبين في الحلقة الثانية بدولة الإمارات العربية المتحدة. سعت الدراسة للإجابة عن ثلاثة أسئلة رئيسية: ما مستوى الذكاء الوجداني لدى هؤلاء الطلاب؟ وما مستوى تحصيلهم الأكاديمي في الرياضيات؟ وما طبيعة العلاقة بين هذين المتغيرين؟ استخدمت الدراسة المنهج الوصفي الارتباطي، وتم تطبيق مقياس معدل للذكاء الوجداني (EQ Scale) واختبار تحصيلي في مادة الرياضيات على عينة عشوائية طبقية مكونة من 53 طالبًا موهوبًا من الصف السادس. أظهرت النتائج أن مستوى الذكاء الوجداني كان جيدًا بمتوسط بلغ (3.62 من 5)، مع تفوق ملحوظ في بعدي "إدراك المشاعر" و"فهم المشاعر"، مقابل انخفاض نسبي في مهارة "إدارة المشاعر". أما في التحصيل الأكاديمي، فقد حقق الطلاب أداءً مرتفعًا في الأسئلة الموضوعية، بينما واجهوا صعوبة نسبية في الأسئلة المقالية، وبلغ متوسط الأداء العام (23.81 من 30) أي ما يعادل 79%. كما كشفت النتائج عن وجود علاقة ارتباط إيجابية قوية بين الذكاء الوجداني والتحصيل الأكاديمي (معامل الارتباط = 0.721)، مما يشير إلى أن الذكاء الوجداني يفسر نسبة كبيرة من التباين في أداء الطلاب. وأظهرت الدراسة أيضًا أن جودة الحياة مثلت متغيرًا وسيطًا مؤثرًا في هذه العلاقة. توصي الدراسة بدمج برامج الذكاء الوجداني في المناهج الدراسية وتدريب المعلمين على دعم الجوانب الوجدانية لدى الطلبة.

Generative AI learning has brought new possibilities of personalized inquiry-based learning. This study examines the uses, issues, and guidelines of the current implementation of ChatGPT in science lessons of high school students in the Institute of applied Technology (IAT) in the United Arab Emirates. The study was conducted against a constructivist framework and based on Straussian Grounded Theory, and it involved semi-structured interviews with 15 science teachers, generating 1074 coded data segments. The five essential themes which appeared were: AI literacy and competency, curriculum alignment, policy and stakeholder coordination, infrastructure equity, and ethical AI use. The systemic obstacles to the broader use of ChatGPT were the inequalities in policies, inadequate training, and access that accompanied the innovative use of ChatGPT as teachers differentiated and assessed continuously. To fix this, the study suggests the use of the PRISM-AI Framework (Policy, Resources, Integration, Support, Monitoring), which is a multi-level framework and offers application strategies to students, teachers, schools, and ministries. The findings stress the importance of the standardized, ethical, and inclusive practices of AI according to the UAE National AI Strategy 2031. The present study contributes a contexted regionally, and practically applicable framework to guide the addition of AI in science education at the K-12 level and fill the gap between the innovation promise and classroom delivery.

The research examines how Information and Communication Technology (ICT) and Total Quality Management (TQM) practices affect operational efficiency in the UAE oil and gas industry. The UAE's oil and gas sector needs to enhance productivity while achieving sustainability goals because of rising global energy needs and strict environmental mandates and market risk factors. The examined effects of ICT and TQM on operational efficiency used quantitative data gathered from 100 professionals through a cross-sectional survey to conduct regression analysis. The analysis demonstrates that ICT directly and positively affects efficiency, enabled by AI, IoT, and cloud computing systems for real-time management decisions. TQM practices implementing continuous improvement, employee participation, and top management commitment yield the most powerful influence. Combined, ICT and TQM account for 75.6% of the variance in operational efficiency. Obstacles include organizational resistance to change, lack of qualified professionals, and integration challenges. The study provides essential insights for industrial leaders and policymakers to enhance the UAE’s position in the global energy market.

The research focuses on the design, development, and evaluation of an e-learning modules tailored for mathematics teachers to acquire foundational vector drawing skills, highlighting their advantages over pixel-based images. The study examines the impact of e-learning modules on Mathematics teacher satisfaction and perceptions about how integrating vector drawings into math classrooms can enhance teaching strategies, student engagement, collaboration, and STEM learning. Six-unit e-learning modules were developed, covering document creation, grid adjustments, shape creation, image tracing, mathematical transformations, 3D illustrations, and vector generation using generative AI in Adobe Illustrator. The module was piloted with mathematics teachers in private schools in the UAE and evaluated using mixed-methods approach. The researcher developed an instrument based on SAMR and Microsoft 21st Century Learning Design (CLD) to measure the depth of technology integration and its pedagogical implications. Findings revealed moderately high teacher acceptance and a strong perception of the role of vector drawing in illustrations, which enhances student-centered learning. Additionally, teachers found it more suitable for interdisciplinary learning, thereby fostering 21st-century skills. While the clarity, relevance, and logical sequence of the modules positively influenced teacher satisfaction, challenges such as technical limitations, adaptability, and insufficient development time underscore the need for greater institutional support to sustain professional development programs for Math teachers that empower them with the effective technology that helps them create project-based learning and design-based learning.

This study explores parental perspectives on the appropriate age for introducing technology to young children, with a particular focus on the perceived developmental risks and educational benefits. With the increasing presence of digital devices in everyday life, the early years—considered a critical period for cognitive, emotional, and social development—have become a key area of concern. Using a mixed-methods research design, the study collected data from 173 parents through surveys and conducted in-depth interviews with 20 participants. The findings revealed a strong consensus among parents that technology should not be introduced before the age of three, with many expressing concerns about screen dependency, reduced physical activity, and developmental delays. At the same time, parents acknowledged the potential educational value of technology when used in a controlled and purposeful manner, especially for literacy, numeracy, and bilingual learning support. Socioeconomic status, educational background, and cultural influences were found to shape parental attitudes and practices, although no statistically significant correlation was observed in the quantitative analysis. The study concludes that while early technology exposure presents both opportunities and risks, parental guidance, content quality, and timing are critical in determining its developmental impact. These findings offer important implications for policymakers, educators, and technology developers in shaping age-appropriate guidelines and support systems for families navigating digital parenting.

This study explores the perceptions and experiences of K–12 educators in the United Arab Emirates (UAE) regarding the integration of artificial intelligence (AI) tools in classroom teaching. As AI technologies increasingly influence education, understanding teachers' views on their effectiveness, benefits, and challenges is crucial. The research employed a cross-sectional quantitative approach, collecting data from 102 teachers in both public and private schools. Results indicate generally positive attitudes towards AI tools, particularly among teachers who frequently use and feel confident in their application. Notable benefits include personalized learning opportunities, reduced teachers' workload, and enhanced student engagement. However, the study also highlights hurdles, including insufficient training, infrastructural limitations, and concerns over data privacy. The findings underscore the need for targeted professional development programs and policies that support equitable and effective AI integration, in line with the UAE's National AI Strategy 2031. Practical recommendations are proposed for educators, school administrators, and policymakers to foster the successful adoption of AI technologies in K–12 education. Ultimately, this research highlights that with proper support and infrastructure, AI can significantly enhance educational experiences, foster personalized learning, and equip students for the evolving digital landscape.

This working paper examines the influence of leadership styles on the incorporation of artificial intelligence (AI) teaching tools within hybrid learning models in international schools in the United Arab Emirates. The growing significance of AI in education necessitates competent leadership to shape strategies, policies, and teacher readiness. The study employed a quantitative correlational approach to poll 50 faculty members and leaders, investigating the impact of transformational, transactional, and laissez-faire leadership styles. Research indicates that transformational leadership significantly improves AI integration, particularly when supported by vision setting, professional development, and collaborative practices. However, limitations like time constraints, curriculum alignment issues, and data privacy concerns were observed. The report continues by suggesting that school leaders and policymakers should use adaptive leadership techniques that correspond with the changing technological environments in education.

This study investigates the impact of leadership styles on faculty motivation in higher education, with a particular focus on the multicultural academic environment of the United Arab Emirates (UAE). The research examines how transformational and transactional leadership styles influence faculty motivation, which style is perceived as most effective, and the specific leadership behaviors that contribute to faculty engagement. Quantitative research design was employed using a custom-designed survey administered to 130 faculty members at a higher education institution in the UAE. The survey instrument was pilot-tested and validated, and the collected data were analyzed using SPSS software. Both descriptive and inferential statistical techniques were applied to identify patterns, test hypotheses, and assess relationships between leadership styles and faculty motivation. The findings revealed that a combination of transformational and transactional leadership styles had the strongest influence on faculty motivation, with 66.9% of participants reporting motivation from both styles. Transformational behaviors such as inspirational motivation, individualized consideration, and intellectual stimulation were identified as key motivators, while transactional elements like contingent rewards also contributed, particularly in providing structure and clarity. Furthermore, 76.2% of faculty emphasized the importance of cultural awareness in leadership practices, underlining the need for adaptive leadership in diverse academic settings. While the study provides valuable insights, its scope was limited to one institution and relied on self-reported data, which may affect the generalizability of the findings. Nevertheless, the study offers practical recommendations for leadership development in higher education institutions and contributes to leadership theory by supporting a hybrid approach tailored to multicultural contexts.