This study used the Technology Acceptance Model (TAM) to predict students' acceptance of Learning Management Systems (LMS) through Behavioural Intention in the English Department of Ibn Zohr University. A quantitative approach with a cross-sectional survey design was adopted. Convenience sampling as a non-probability sampling technique was used. Data were collected from 126 respondents through a questionnaire developed. The structural model developed was based on previous works into TAM and included Social Influence (SI), computer self-efficacy (CSE), Perceived Usefulness (PU), Perceived Ease of Use (PEU), Attitude (ATT), and Behavioural Intention (BI). The proposed model was tested and evaluated using the partial least squares structural equation modelling (PLS-SEM) data analysis technique. There were eight supported hypotheses. Albeit, there were six rejected hypotheses. SI had a significant strong effect on both PU and ATT. PEU had a significant strong effect on PU. CSE had a significant strong effect on both PEU and BI. PU had a significant strong effect on both ATT and BI. Nonetheless, SI had an insignificant effect on both BI and PEU. CSE had an insignificant negative effect on PU and an insignificant effect on ATT. PEU had an insignificant negative effect on BI and an insignificant effect on ATT. Of all the proposed variables, ATT had the greatest effect on BI. This study discovered that the resulting model was able to predict and explain BI amongst students at Ibn Zohr University. Furthermore, the model showed an ability to explain 66.2% of the variance in BI, 44.2% in PU, 59.9% in PEU, and 63.5% in ATT. These findings have important implications for developing and improving LMS that can be accepted by students. The findings of this study are pertinent to the higher education management administrations, LMS developers, researchers, and stakeholders for improving and promoting the use of Learning Management Systems amongst university students.

As a strong pedagogical movement worldwide seeks to introduce Arts-based pedagogy, Arts-based research, and Arts-integration in all areas of knowledge in order to do away with the divide between art/science and art/education, this paper contemplates whether it is possible to think of innovation in education from inefficient, non-transferable, or even unsustainable processes. We look at these methods as part of an exploration that seeks to shine a light on whether Arts-based approaches in education can generate processes that lead to pedagogical and academic innovation.

About 4.5 million schoolchildren in Sri Lanka receive free school uniforms from the government at the beginning of each school year. A set of uniforms is provided free of charge to all students on the island from first to thirteenth grade dividing into three groups; Junior (grade 1-5), Intermediate (grade 6-9), and Senior (grades 10-13). These uniforms are in different sizes for both sexes, therefore this project being implemented annually by the government. The data related to the current program for this study was obtained primarily through the Ministry of Education, Department of census and statistics – Sri Lanka, as well as mass media. The information related to the proposed methodology was developed based on the primary data obtained through garment factories. Also, in order to further confirm the data of the proposed method, some uniforms were taken, the necessary specification sheets, pattern boards, and mini markers were created manually and calculated. The statistics of students obtained from the year 2017, this research was finally conducted in the year 2020. It was found that many socio-economic problems and political challenges have been created nationwide due to the present practice. These problems include the waste of resources, the difficulties for some parents in making ready-made uniforms from fabric, and political commitments that worsen the situation (such as giving out two free uniforms instead of one). Based on the present study's results, it is clear that the current approach for ensuring that all fabrics are distributed fairly is labor-intensive, time-consuming, and expensive. But if uniforms were mass-produced in factories, they would be more efficient and costeffective, resulting in greater societal benefits. Among the social and economic benefits that can be experienced through the approach that refers to are reducing fabric waste, generating new job opportunities, saving foreign exchange in the country, and strengthening the local currency versus foreign currencies. Instead of providing uniform fabric, the amount of fabric that can be saved by producing in factories and providing only one set of uniforms to all the students on the island exceeds 35 lakh (3,500,000) meters. It is 1,177,000 meters of fabric for shirts, 1,580,000 meters for gowns, 360,000 meters for shorts and 395,000 for trousers for all three categories in mass production of uniforms, the actual benefits are two to three times more than the benefits of one set of uniforms because the output is not limited to one set of uniforms, and the entire market demand can be targeted for production. In conclusion, the results indicate that the government might save money by providing students with sewn school uniforms rather than the uniform cloth currently offered. Apart from the obvious benefits of giving students pre-made uniforms rather than having them sew their own, the recommended approach can generate economic growth, improve the nation's financial standing, and benefit the public.

​This literature review focused on teaching strategies implemented in KSA, the various teaching contexts, and the issues facing learning and teaching English in the country. The review constitutes various scholarly sources and journal articles on the status of ELT programs in KSA. It is crucial to understand the teaching strategies, teaching contexts, and issues facing ELT programs to establish how to improve the programs and enhance English language proficiency in KSA.

The article explores the detrimental impact of the state, its political and economic decisions, and societal factors on educational progress. This study delves into the concept of educational freedom and exposes the systematic obstacles and deficiencies within the current state-controlled education system. By critically analyzing the influence of the state on educational policies, resource allocation, and curriculum development, this research highlights how the state's intervention often hinders rather than promotes educational advancement. The article begins by establishing the significance of educational freedom as a fundamental right for individuals and society as a whole. It sheds light on the inherent power imbalances that arise when the state assumes a dominant role in shaping educational systems, thereby limiting choice, stifling innovation, and fostering a one-size-fits-all approach. Drawing on empirical evidence and case studies, the study identifies several key areas where state intervention negatively affects educational outcomes. First, the article examines the influence of political agendas on educational policies, revealing how partisan interests can prioritize short-term gains over long-term educational goals. This often leads to inconsistent reforms, ideological biases, and a lack of continuity, impeding the quality and stability of education. Second, the research explores the economic factors that contribute to educational disparities, such as unequal resource distribution and inadequate funding. These disparities disproportionately affect marginalized communities, perpetuating educational inequities and hindering social mobility. Furthermore, the article analyzes the societal dynamics that shape and reinforce the state's control over education. It investigates the role of societal attitudes, cultural norms, and public opinion in perpetuating the status quo and limiting alternative educational approaches. By examining these factors, the study highlights the need for a comprehensive reevaluation of the state's role in education, calling for increased autonomy, innovation, and diversity in educational provision.

The improvement of education requires a trustworthy educational leader. Excellent school culture and climate creates excellent students. Mr Michael Singh, Head Teacher of Singapore Intercultural School Kelapa Gading North East Jakarta (SIS KG- NEJ), has a university background in Finance and Education, and has attended many leadership courses. His leadership style is a transformational style that has an influence on an Excellent school culture and climate, which is shown by the people he leads with a professional work ethic, a high level of sense of belonging to the school from teachers and non-teaching staff, harmonious relationships between teachers, and between teachers and staff. He supports the high performance of the people they lead, and even increases the sense of belonging, collaboration, and communication of the people they lead. He also shows a professional attitude from the delivery of vision and mission, planning, giving direction, delegation, organizing, evaluating, and entrepreneurship. His efforts to create a school culture and climate have started since the teacher recruitment process, which prioritizes a sense of responsibility and professionalism from prospective teachers.

En el siglo XXI, la educación se enfrenta al desafío de formar individuos competentes en un mundo cada vez más complejo y globalizado. Sin embargo, a medida que la sociedad se especializa y se enfoca en áreas de conocimiento específicas, surge la preocupación de si esta especialización excesiva está generando una forma de ignorancia generalizada. Este artículo analiza la relación entre la especialización educativa y la ignorancia, y aboga por una educación que promueva la sabiduría como un antídoto contra este fenómeno. En primer lugar, se examinan las tendencias actuales en la educación, donde los estudiantes a menudo se ven obligados a elegir una especialización temprana y se centran en áreas estrechas de conocimiento. Si bien esta especialización puede brindar ventajas en términos de adquisición de habilidades técnicas, también puede limitar la capacidad de comprensión y apreciación de los problemas complejos y multidimensionales que enfrentamos en el mundo actual. A continuación, se explora el concepto de ignorancia en el contexto de la especialización educativa. La ignorancia no se refiere simplemente a la falta de conocimiento, sino también a la falta de comprensión, perspectiva y la capacidad de conectar y aplicar diferentes áreas de conocimiento. Se argumenta que la especialización extrema puede contribuir a la ignorancia al alejar a los estudiantes de una educación integral y holística. Finalmente, se propone un enfoque educativo que fomente la sabiduría como contraparte de la ignorancia generada por la especialización. La sabiduría implica una comprensión profunda y crítica de los problemas complejos, la capacidad de evaluar diferentes perspectivas y la habilidad para aplicar conocimientos en contextos diversos. Se sugieren estrategias pedagógicas que promuevan la integración de diferentes disciplinas, el pensamiento crítico, la creatividad y la ética como componentes fundamentales de una educación sabia.