Nahla Mohamed Moussa

Adult and continuing education is a vital component of the modern education system, as it enables individuals to continue learning and growing throughout their lives. This research study aims to (1) discuss the concept of adult and continuing education in the United Arab Emirates (UAE), (2) examine the challenges and the supportive factors for adult learners to participate in academic programs, and (3) present some applicable recommendations for practice to improve adult and continuing education in the UAE. A mixed-method research design was chosen to accomplish the study objectives. A sample of 44 participants was interviewed, and 224 responded to the study questionnaire. Findings showed that the admission process is the most effective motivator for adult learners; however, information and instructional clarity are needed. Adult learners face several obstacles, such as financial issues, personal competencies, and work pressure. Moreover, academic advising, adopting active learning, enhancing learning resources, and flexibility in course and exam scheduling have yet to be achieved. Future research suggests reviewing the teaching approaches and institutional policies to support the inclusion of adult learners in adult and continuing education programs. Recommendations for practice in higher education settings are presented.

The article delves into a captivating subject: the integration of cloud services in teaching and learning within Malaysian higher education institutions. I found it thoroughly engaging, thanks to its well-structured presentation. The research methodo...

Today, higher education institutions have become increasingly more ethnoculturally diverse because of immigration and overseas studies, which opens doors for multiculturalism. Multicultural education has become an expanding movement in the higher education system worldwide. It proposes a teaching approach that supports the inclusion of diverse ethnic students. This research study intends to examine the implementation of multicultural education principles within higher education institutions among a diverse ethnic group and to assess students’ acceptance, satisfaction, and conceptualization of learning in multicultural education. A cross-sectional study design was conducted by employing the integrated multicultural instructional design (IMID) model for data collection and declaring the implementation of multicultural practices in higher education settings. A diverse sample of 320 students voluntarily contributed to the study. Descriptive analysis disclosed a visible implementation of multiculturalism in four domains, namely, teaching method, course content, assessment of student learning, and instructors’ commitment to diversity. Furthermore, the content analysis showed a positive conceptualization of implementing multiculturalism in teaching and assessment; most students prefer to learn in a multicultural education atmosphere and report satisfaction with multiculturalism, in addition to recommending it to other learners.

Three-dimensional (3D) animation techniques have appeared as a powerful tool for teaching and learning across many education levels. 3D animations enable educators to create visual and interactive learning material. Understanding the concept of 3D and how it improves student learning is in demand. This qualitative research study aims to explore the types of 3D animations and computer technology that are integrated into teaching in higher education settings. Moreover, the study intends to examine the way 3D animations support student learning and engagement. The challenges of implementing 3D are also included in the purpose of the study. Through a one-on-one interview, a sample of forty-two college instructors replied to the research inquiries. Thematic analysis revealed that 3D animations and many technologies, such as virtual reality, are in practice in the teaching environment. The study results uncovered the challenges of implementing 3D technologies and presented some recommendations for practice to enhance teaching on higher education platforms.

Several higher education institutions recommended active learning many decades ago. In many fields, artificial intelligence (AI) has turned out to be a dominant aspect of people's lives. One of the fields that welcome AI is education. AI can play a crucial role in active learning, which is a teaching method that encourages students to take an active role in their learning process. Active learning can involve a wide range of activities, such as problem-solving, group discussions, and self-reflection. This quantitative research paper aims to explore students' engagement and perceptions of patterns of embracing AI tools and their relationship to student learning outcomes. A diverse sample of 355 students from a highly reputable university in the United Arab Emirates participated in the research study (UAE). Descriptive Analysis and Correlation Coefficient were used to achieve the paper's objectives. Findings uncovered students’ high engagement level in classroom activities, and they perceived AI tools as useful and effortless, which promotes their engagement and attention inside classrooms. Furthermore, the results demonstrated the existence of a positive association between students' perceptions of embracing AI and student engagement in the learning environment. However, students’ learning outcomes have a non-remarkable association with student engagement and their perception of AI patterns. The study's findings suggest embracing and promoting AI applications in classrooms to keep students engaged. This study's use of Neutrosophic sets offers a fresh way to approach the problem of ambiguity when evaluating students' opinions and performance in relation to AI technologies. Neutrosophic sets, a mathematical framework designed to manage uncertainty, provide a sophisticated way to understand how students' complicated interactions with AI operate. This integration promises a more comprehensive and flexible educational paradigm and is a trailblazing method of negotiating the complexities of active learning in higher education.

American scientific publishing group

Promoting Multicultural Education in the Middle East: Perception and Practice

Self-efficacy forms a major factor that influences many life aspects, as a result, it has been researched by many psychologists and educators worldwide from different perspectives. Embracing the context of Bandura’s Self- efficacy Theory as a theoretical framework, this quantitative empirical research paper introduces an overview of the role that self–efficacy plays in shaping higher education students’ academic achievement among a diverse group of college students. The diverse group comprises 374 students who took part in this research study and responded to the General Self–efficacy Scale (GSE) to disclose the perception of their self-efficacy and the ability to perform the required academic tasks. Multiple analysis techniques including Descriptive analysis, Pearson Correlation Coefficient, t-test for independent sample, and Simple Linear Regression were conducted to achieve the paper’s objectives. Data analysis demonstrated a strong positive correlation between students’ general self–efficacy and academic achievement. Moreover, students’ self–efficacy was found as a significant predictor of students’ academic achievement. Findings indicated that no gender-based differences in students’ general self-efficacy among higher education students. The discoveries of this research study can be implemented in instructional designing, curriculum development, and college counseling services to promote students’ academic achievement.

Dear authors, Thank you for the effort you put to express this interesting idea of higher education globalization and some related issues such as cultural and social aspects. The introduction is well-explained to present a concept of the internation...