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An overview of education development in the Arab region: Insights and recommendation towards Sustainable Development Goals (SDGs)
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This book aims to provide a comprehensive understanding of education development in the Arab region. Important issues, such as education access and inclusiveness, were highlighted. The book reveals that major efforts have been made by many Arab countries, especially those in Sub-Saharan Africa, over the past decade to improve education access. In terms of education inclusiveness, the authors found that gender disparity in primary and secondary education usually favors males. However, in most Arab countries, gender disparity in higher education favors females.
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... Thus, an instrument that allows the assessment of perseverance and passion for long-term goals has been validated in Lebanon. The EGO scale can be applied in various contexts where grit has shown a strong relationship, such as the educational context [47,48], health [49] and work context [43], among others. Future studies should aim at studying whether the EGO scale works correctly as a general domain in Arabic-speaking countries or, on the contrary, whether it is convenient to adapt the scale to the assessment of grit as a specific domain (e.g., educational context, study academic grit instead of general grit). ...
... In sum, we contribute to existing literature by providing the first valid grit measure in the Arabic language. Given that academic achievement is one of the most important and consistently reported correlate of grit among student populations across cultures [13], we hope that providing the A-EGO will be helpful to school counselors and educational practitioners in Arab settings who are dealing with higher rates of school dropout, as well as lower rates of commitment to school and learning than the world average [48]. We also hope that offering a valid and reliable grit scale to Arab researchers will contribute to emerging research on grit in the Arab region. ...
Background: Given the high clinical utility of grit, and the lack of measures that assess this construct among the Arabic-speaking populations, we propose to examine the psychometric properties of an Arabic translation of the Oviedo Grit Scale (A-EGO) in terms of internal consistency, factor structure, convergent validity, and measurement invariance in a sample of Lebanese adults from the general population.
Methods: We performed a cross-sectional, online study among 575 participants from the Lebanese general population (mean age= 26.28 years [SD: 8.83], 72.7% females). The unidimensional factorial structure of the A-EGO was analyzed by confirmatory factor analysis (CFA) using the MPlus8 program. The mean and variance adjusted weighted least squares (WLSMV) was used as the estimation method. The reliability of the scores, the evidence of validity in terms of measurement invariance and correlation with other variables were analyzed.
Results: The present results show that the 10 items of the A-EGO loaded on one factor. The internal consistency was excellent in our sample, as evidenced by a Cronbach’s alpha value of .93. Multi-group confirmatory factor analyses demonstrated invariance across gender, governorate, and marital status at the configural, metric and scalar levels. Additionally, A-EGO scores showed moderate and positive correlations with self-control (r = .442), conscientiousness (r = .478), and productiveness facet (r = .506), supporting the convergent validity of the A-EGO.
Conclusion: Our findings indicate that the A-EGO has good psychometric properties and can be recommended for the assessment of grit among the broader Arabic-speaking people worldwide. Making this scale available in the Arabic language will hopefully foster research in this area in Arab countries.
... One of the pillars of the strategy is to "encourage collaboration within and between states in the area of innovation" (ibid, p.28). Similarly, the Arab League Education, Cultural and Scientific Organisation, a subsidiary of the League of Arab States, calls for more collaboration to "change the way science and research is done" (Liu et al. 2021). The latter argues that a fostering of international research collaboration directly addresses Goal 17 ("Partnership for the goals") of the United Nations' Sustainable Development Goals (SDGs). ...
Countries that do participate in International Research Collaboration (IRC) are placed in advantageous positions to promote scientific and technological advancements. This advantage is known to be particularly high for countries outside of Europe or North America. Subsequently, international organizations do actively promote and support the emergence of collaborative research platforms, in particular in these countries. But how can the success of such a platform be measured? Do the benefits always outweigh the costs? This paper seeks to define a framework for assessing the success of a research collaborative platform. As a case study, a bilateral research platform implemented by the authors will be critically assessed.
... These initiatives aim to enable all students, especially the most vulnerable, to take part in e-learning activities, particularly where devices and connectivity are limited (UNESCO, 2021). For example, Jordan and Morocco had provided teachers with training needed, building E-platforms; creating digital resources; providing ICT infrastructure to schools and universities, equipping schools and universities with IT devices such as Tablets and personal computers, and integrating emerging technology into teaching and learning (Liu et al., 2021). ...
This report aims to provide a general overview of some of the critical challenges the world is facing to make progress towards Sustainable Development Goal 4 – SDG4 and subsequently the multiple barriers that people encounter to effectively enjoy the right to education. Drawing on the analysis of contemporary debates in education policy and examples of policy challenges provided by GCE regional and national members, the report argues that the ongoing health pandemic have made more evident deep-rooted inequalities in the world education systems and further limited the most marginalised members of society’s opportunities to enjoy the right to education. As expected, the nature and magnitude of the barriers to enjoy one’s right to education are context-specific and therefore, the report provides evidence from specific countries and regions for the reader to make better sense of such nuances.
The education systems that control K-12 schools in thirteen selected Middle Eastern states are examined based on a detailed survey of the educational strategic plans of these countries within the relevant time frame for our study (2011–2019). Six common themes were identified across the plans including: “Good Governance”, “Curriculum and Instruction”, “Digital Content and Integration”, “Measurement and Evaluation”, “Human Resources Development and Measurement”, and “School Context”. Even though “Curriculum and Instruction” is the most addressed theme in the strategic plans of all the countries, only six of them explicitly refer to the science and math curriculum. As for the other themes, they are mentioned to lesser extents with slight variations. Despite the promising objectives revealed in the educational plans of the thirteen countries, several challenges seem to stifle the effective implementation of these plans, and little is being done to tackle these challenges effectively.
This chapter investigates modern educational reform in Algeria and highlights the challenges and complexities that arise therein in the contexts of globalization, equity, and decolonization. While Algeria’s education system has historically adopted a socialist economic model grounded in Islamic values, contemporary reforms reflect both global influences and aspirations for cultural authenticity. The study employs a qualitative approach, utilizing semi-structured interviews with a diverse sample of 15 participants involved in the Algerian education system. An analysis of the data reveals a discrepancy between the system’s pedagogical practices and students’ diverse learning needs, with implications for educational equity and social justice. Furthermore, a critical tension is evident among global influences, local cultural authenticity, and the endeavor to decolonize education. In conclusion, this chapter advocates for reform that prioritizes students’ holistic development and well-being while fostering intrinsic motivation and engagement. This entails re-evaluating curriculum frameworks, assessment strategies, and pedagogies in light of Algeria’s cultural and religious heritage. The chapter calls for future research to explore how cultural heritage might be innovatively integrated into education to cultivate learners who are both grounded in their heritage and globally aware.
While gamification in education has gained popularity in recent years, there remains a scarcity of studies investigating its effects on students' stress levels, anxiety, self-efficacy, and academic achievements, particularly within Arab countries. Therefore, this study investigated the effect of using the gamification of “Kahoot!” as a learning method on stress and anxiety symptoms, self-efficacy, and academic achievements among university students in Jordan. A pre-posttest control group design was adopted and a sample of 176 students was recruited, 89 were in the experimental group and 87 in the control group. The experimental group was exposed to the gamification of Kahoot! and traditional learning, while the control group was exposed to traditional learning during the period from March to June 2023. Findings clarified significant differences existed in stress and anxiety symptoms, self-efficacy, and academic achievements between experimental and control groups after intervention. The experimental group revealed reduced stress and anxiety symptoms and improved self-efficacy and academic achievements after the intervention. This study suggested that the gamification of “Kahoot!” could be an effective learning method, thus university instructors should integrate such gamification into the educational process to enhance psychological health and academic achievements among students.
Background
Migrant children and adolescents face a significantly increased risk of mental health issues. Focusing on this population’s mental health issues is fundamental and requires more attention to detect and reduce these burdens in adulthood. Nevertheless, life skills intervention can improve mental health. Its effects on Arab migrant adolescents have not been tested. Here, an evaluation protocol of the effect of an online life skills-based intervention for improving depression, anxiety, stress, self-efficacy, and coping skills among Arab adolescents in Malaysia will be examined.
Material and methods
This cluster randomised controlled trial (RCT) will involve 207 Arab students (14–18 years old) from 12 Arabic schools in the Klang Valley. The schools will be assigned randomly to an intervention (online life skills programme) or control group at a 1:1 ratio. The researcher will deliver eight one-hour sessions to the intervention group weekly. The control group will receive the intervention at the evaluation end. Both groups will complete assessments at baseline, and immediately and three months after the intervention. The primary outcome is anxiety, depression, and stress [Depression Anxiety and Stress Scale-21 (DASS-21)]. The secondary outcomes are self-efficacy (General Self-Efficacy Scale) and coping skills (Brief COPE Inventory). Data analysis will involve the Generalised Estimation Equation with a 95% confidence interval. P < .05 will indicate significant inter- and intra-group differences.
Discussion
This will be the first cluster RCT of an online life skills education programme involving Arab adolescent migrants in Malaysia. The results could support programme effectiveness for improving the participants’ mental health problems (depression, anxiety, stress), increasing their self-efficacy, and enhancing their coping skills. The evidence could transform approaches for ameliorating migrant children and adolescents’ mental well-being.
Trial registration
The study is registered with the Clinical Trial Registry (Identifier: NCT05370443).
All in all, the major aim of this chapter is to identify the main manifestations of diversity education, if any, in the MENA region and the philosophy and objectives behind it. However, it must be borne in mind that this part of the world has known major political and social upheavals, disturbances, and disruptions as the result of the Arab Spring, during the last decade. The Arab citizens, through such uprisings, struggled bitterly to shed autocracies and initiate democracy and pluralism in all spheres of life, starting, first and foremost, with education, with the aim to make it diverse, equitable, inclusive, and multicultural.
While several studies were conducted to investigate the current state of Open Educational Resources (OER) in several regions (e.g., Europe, America, Middle East and MENA), to the best of our knowledge, no study was conducted to cover the entire Arab region, specifically the twenty-two Arab countries. Therefore, to identify the OER gap in this region and then provide recommendations to facilitate OER adoption, this study investigates the current state of OER in the Arab region, specifically in twenty-two Arab countries. The obtained results showed that the OER progress is unbalanced within the Arab countries. Interestingly, several Arab countries are still lack behind when it comes to the application of OER in universities and schools. Finally, several recommendations are identified to several stakeholders, including policy makers and educators, to achieve social justice and facilitate the adoption and use of OER in the Arab region.
Foundations like Hewlett, Mellon, and Gates provided start-up funding and support that nurtured the field of open educational resources (OER) from infancy to a robust early adolescence characterized by energy and idealism (Casserly & Smith, 2008). However, foundation grants typically focus on establishing exemplars and cannot be relied on for sustaining ongoing operations or generating widespread adoption. One strategy for sustaining and expanding OER is for governments and public funding to take over from the early stage funding foundations provided (Stacey, 2010).
The adoption of Open Educational Resources (OER) can, on the one hand, increase access and quality in higher education, but on the other hand it is raising concerns among universities and researchers about its economic sustainability. This is mainly because, unlike traditional online learning, in OER-based approaches learners do not have to pay to access learning resources, however the institution incurs costs for the production, maintenance and dissemination of OER. In this context, the United Nations Educational, Scientific and Cultural Organisation (UNESCO) has urgently called for more research on OER sustainability models in its 2019 OER recommendation. To contribute to a better understanding of this issue, this paper used the triangulation method to investigate the potential OER sustainability models that are currently implemented by universities, along with their challenges and possible developments. Through a comprehensive literature review and a 2-round Delphi method with thirty OER experts, ten OER sustainability models have been identified and analysed, where public and internal funding are the most established ones. The findings of this study could support organisations in developing their own OER sustainability strategy, facilitating OER adoption worldwide and therefore contributing to achieving the UN Sustainable Development Goals (SDGs).
With their massiveness and openness, Moocs have become one of the most widespread and influential online learning forms, which leads to the fact that more and more designers with different cultural backgrounds are getting involved in the course design. As a result, the Mooc design such as the styles of the organization and presentation may correspondingly be influenced by cultural values of the designers, and then become barriers for learners. In order to locate the cultural influence reflected in the Mooc design in China, the introductory videos of three courses published on Coursera, which are designed by three well-known universities in China, are sampled for analysis from the aspects of power distance, individualism/collectivism and masculinity/femininity within the framework of Hofstede’s cultural dimensions. The findings indicate that the cultural features of the high-power distance, collectivism and femininity have shown their influence on the designing of these courses.
This book focuses on the emerging phenomenon of Massive Open Online Courses (MOOCs), which are changing the fundamental underpinning of educational systems worldwide and forcing educators and other stakeholders to re-think the way instruction is currently conducted. It examines the origins of MOOCs within the context of the open education movement, and reviews current policies, guidelines and initiatives to promote the use of ICT in education through the development and use of open educational resources from international practices, including implementation and licensing issues. With a particular focus on new trends in MOOCs, the book explores the potential of this emerging paradigm, its rise and its impact on openness in education. Various new initiatives are also presented, including more global examples and those that are more geared to certain regional contexts. The book is intended as a stepping stone for both researchers and practitioners who are looking to approach MOOCs from a holistic perspective.
Hofstede’s (2001) cultural dimensions have been used to understand behavior, business values and management practices around the world. Research related to these dimensions and the culture of accounting firms has centered around a hypothesized impact of U.S. accountants on accountants in international firms. We show that an alternative explanation — that of an accounting sub-culture is also possible. We investigate this explanation on accountants in a non-Western country, Tunisia.We begin by estimating the general dimensions for Tunisia based on a student sample as in Kolman et al. (2003). We thus provide country scores for Tunisia that were not previously available. We then investigate scores for a sample of practitioners in Big 4 and local firms in Tunisia. Our results provide preliminary evidence of an accounting sub-culture that is quite high on masculinity, and quite low on uncertainty avoidance and relatively high on power distance and relatively low on individualism.
The similarities between the labor market supply of women with a Middle Eastern background living in Europe and those of women living in the Middle East is of particular interest. Indeed, empirical evidence shows that Female Labor Force Participation (FLFP) of immigrants reflects to a large extent the FLFP of country of origin, with women from more conservative societies tending to participate less in the labor market than natives or immigrants from countries with a high FLFP. This impacts the host country’s FLFP at an aggregate level. Therefore, from a European perspective, understanding the determinants of female labor supply in the conservative societies, such as countries from the Middle East and North Africa (MENA) region is of particular interest, considering the high share of this group among immigrants. Hence, this empirical research focuses on the role of education, especially higher education, and social norms in MENA on the choice of women to work outside. The region has achieved substantial progress in educating women, increasingly so at the tertiary level and across disciplines, but its FLFP remains the lowest among all regions. Our paper empirically investigates the impact of education with emphasis on higher education on FLFP and the relationship between social norms and female labor supply in a representative city in MENA, namely Amman, Jordan, as a proxy for MENA. Our analysis shows that higher education (post-secondary/university/post-university) has a positive and significant impact on FLFP, whereas secondary and below do not. In addition, there is a strong negative and statistically significant association between traditional social norms and the participation of women in the labor force. The findings pose the question of whether additional policies and actions are needed to change institutions and attitudes toward women’s work in general, as well as improve the economic opportunities of women who have secondary education which affects the bulk of working age women.