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 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.

This research focuses on the impact of leadership styles on employee satisfaction and productivity in the public sector of the United Arab Emirates. The understanding of how leadership influences both employee satisfaction and productivity is essential since the public sector in the UAE is always under continuous transformation for enhancement in efficiency and services. This research employs a quantitative approach using standardized and validated instruments the Multifactor Leadership Questionnaire, Job Satisfaction Survey, and the Self-reported Performance Questionnaire to assess the study variables. Data were collected from employees working in the public sector with various hierarchical levels through a simple random sampling method. The findings reveal that leadership styles have a positive moderate correlation with both employee satisfaction and productivity, while all three variables had a strong positive correlation. These results highlight the important role of effective leadership in inspiring employees to perform better in tasks and increase their satisfaction levels. The study suggests practical recommendations for policymakers and leaders to adopt leadership strategies that help to increase employee well-being and performance in the public sector.

This study investigates the key factors influencing teacher turnover in public and private schools across the United Arab Emirates. Using a mixed-methods approach, data were collected from 86 educators through questionnaires that combined both quantitative and qualitative elements. The findings reveal that low compensation, high workload, and mental health challenges are major contributors to teacher attrition. The study also highlights the influence of demographic characteristics, such as gender and years of experience, on teachers’ perceptions of these challenges. Key recommendations include increasing financial incentives, offering regular mental health support, and minimizing non-teaching administrative burdens. By offering insights specific to the UAE context, the research provides policymakers with practical guidance on how to enhance teacher retention and promote greater educational stability.

معتقدات وممارسات المعلمين بمسار النخبة بدولة الإمارات العربية المتحدة حول دمج تطبيقات الذكاء الاصطناعي في تعليم الموهوبين والفائقين: دراسة استكشافية المستخلص استهدفت الدراسة استكشاف معتقدات وممارسات المعلمين بمسار النخبة بدولة الإمارات العربية المتحدة حول دمج الذكاء الاصطناعي في تعليم الموهوبين والفائقين ولتحقيق جميع أهداف الدراسة طرحنا أسئلة بحثية تتحرى معتقدات المعلمين بمسار النخبة حول موضوع الدراسة وقد تطرقنا خلال الدراسة إلى المراجعة الأدبية والدراسات السابقة، وقد اخترنا أن تكون معالجتنا نظرية وميدانية، واستخدمنا في الدراسة مزيجاً من الأساليب النوعية، والكمية، وتؤكد نتائج الدراسة أن المعلمين يستبشرون بكفاءة أكبر وتحسيناً للعمليات والإجراءات في مجالات تعليم الموهوبين والفائقين باستخدام الذكاء الاصطناعي كما توقعوا أن يؤدي الذكاء الاصطناعي إلى تغيير اجتماعي عام وقد تطرقت نتائج الدراسة إلى مفاهيم المعلمين حول الذكاء الاصطناعي وتبين أن مفاهيمهم ذات طبيعة عامة إلى حد ما ويشير هذا إلى الحاجة إلى مزيد من اكتساب المعرفة حول الذكاء الاصطناعي لتحقيق أكبر قدر من النجاح في الدمج والتطبيقات، وهو ما لا يمكن تحقيقه إلا من خلال تدابير التطوير المهني، وكذلك كشفت النتائج أن نسبة كبيرة من المعلمين معتقداتهم إيجابية بشأن الذكاء الاصطناعي وقد خلصت الدراسة إلى تأكيد أهمية دعم الذكاء الاصطناعي وتبنيه ويمكن الاستنتاج أنه وفقًا لنموذج النظرية الموحدة لقبول واستخدام التكنولوجيا يتمتع المعلمون بمسار النخبة بمستويات عالية من توقعات الأداء وتوقعات الجهد والتأثير الاجتماعي، ونتيجة لذلك، فإن هذه الدراسة لها آثار مترتبة على التكامل الفعال للذكاء الاصطناعي في التعليم، وأخيراً أوصت الدراسة إلى دور أكبر للمعلمين في تسخير الذكاء الاصطناعي وتوجيه الطلاب الموهوبين بدلاً من تركه يتجه بلا هدف أو في اتجاهات قد تكون إشكالية، والنظر إلى الذكاء الاصطناعي من منظور نقدي وتحديد الجوانب المركزية والنقاط المثيرة للجدل التي تستحق المناقشة الأخلاقية. كلمات مفتاحية: الذكاء الاصطناعي - المعلم – الموهبة – الابتكار – التعليم Beliefs and Practices of Elite Track Teachers in the United Arab Emirates on Integrating Artificial Intelligence Applications in Gifted and Talented Education: An Exploratory Study Abstract This study aimed to explore the beliefs and practices of teachers in the elite track in the United Arab Emirates regarding the integration of artificial intelligence in the education of gifted and talented students. To achieve all the objectives of the study, we posed research questions investigating the teachers’ beliefs on the study topic. The study addressed the literature review and previous studies. We chose to approach the issue both theoretically and empirically, using a blend of qualitative and quantitative methods. The study’s results confirm that teachers are optimistic about greater efficiency and improvement in the processes and procedures of gifted and talented education through the use of artificial intelligence. They also anticipated that artificial intelligence would lead to general social change. The study results addressed teachers’ concepts of artificial intelligence, revealing that their concepts are somewhat general, indicating the need for further knowledge acquisition on artificial intelligence to achieve maximum success in its integration and applications. This can only be achieved through professional development measures. Furthermore, the results revealed that a large proportion of teachers hold positive beliefs about artificial intelligence. The study concluded by emphasizing the importance of supporting and adopting artificial intelligence. It can be inferred that, according to the Unified Theory of Acceptance and Use of Technology, teachers in the elite track have high levels of performance expectations, effort expectancy, and social influence. Consequently, the study has implications for the effective integration of artificial intelligence in education. Finally, the study recommended a greater role for teachers in harnessing artificial intelligence and guiding gifted students, rather than letting it aimlessly lead or in directions that may be problematic. It also suggested adopting a critical perspective on artificial intelligence and identifying central aspects and controversial points deserving of ethical discussion.

ملخص الدراسة هدفت هذه الدراسة إلى تقييم الاحتياجات التدريبية لمعلمي مسار النخبة في دولة الإمارات العربية المتحدة في ضوء مبادئ ونماذج التعليم المتمايز للطلبة الموهوبين. واعتمدت الدراسة المنهج المختلط، حيث تكونت عينة الدِّراسة من (48) معلماً ومعلمةً، واعتمدت الدِّراسة أداتين هما: الاستبانة والمقابلة. أظهرت نتائج الدراسة أن قيمة متوسط الدرجة الكلية لتكرارات الاستجابات للاحتياجات التدريبية بلغت (3.779)، وجاء (المحور الخامس: تطوير البرنامج التدريبي) في المرتبة الأولى بأعلى متوسط حسابي، بينما جاء (المحور الأول :المعرفة بمفاهيم التعليم المتمايز) في المرتبة الثانية، يليها (المحور الثالث: تقييم الطلبة الموهوبين) في المرتبة الثالثة، ثم (المحور الرابع: إدارة الصفوف المتمايزة) في المرتبة الرابعة، وأخيرا (المحور الثاني: التخطيط والتنفيذ لدروس التعليم التمايز) في المرتبة الأخيرة، وجميهم بدرجة موافقة، كما تم تقديم تصورًا مقترحًا لبرنامج تدريبي لمعلمي مسار النخبة في مدارس الإمارات، يهدف إلى تطوير قدراتهم في تطبيق مبادئ ونماذج التعليم المتمايز مع الطلبة الموهوبين؛ وذلك من خلال تحديد أهداف أكثر شمولية وتقديم مكونات تدريبية مفصلة ترتكز على منهج متكامل يعالج الجوانب النظرية والتطبيقية، وكذلك التحديات العملية التي يواجهها المعلمون في فصول الموهوبين.وأوصت الدراسة بضرورة إعداد برامج تدريبية متكاملة تركز على الجانب النظري والعملي لمبادئ التعليم المتمايز، مع تخصيص جزء من البرنامج لتطبيقات فعلية في الفصول الدراسية.