The Arab Journal For Quality Assurance in Higher Education
The Arab Journal for Quality Assurance in Higher Education is a peer-reviewed, open access Journal published Trimonthly by the University of Science and Technology-Yemen in collaboration with the General Secretariat of the Association of Arab Universities. The Journal welcomes articles that contribute to wide spectrum coverage of scientific work includingQuality Strategic Planning, Total Quality, Quality Assurance, Quality Environment of Teaching and Learning, Quality of Teaching and Learning Resources, Quality of Teaching Staff, Quality of Teaching Methods, Quality of University Teaching Aids, Quality of Assessment Methods, Learning Outcomes, Quality of E-Teaching and Distance Learning, Quality of Scientific Research, Quality of Community Services, Academic Accreditation and Any other topics related to Quality of University Education and significance of the scientific content are essentially considered. Online ISSN: 2308-5355 Print ISSN: 2308-5347
University of Science and Technology, Yemen
AJQAHE publishes Open Access articles under the Creative Commons Attribution (CC BY) license. If author (s) submit their article for consideration by AJQAHE, they agree to have the CC BY license applied to their work, which means that it may be reused in any form provided that the author (s) and the journal are properly cited. Under this license, author(s) also preserve the right of reusing the content of their article provided that they cite the AJQAHE.
Quality Teaching Resources as Sustainable Drivers of Academic Excellence in Open Distance e-Learning Universities
The overriding purpose of this conceptual paper is to examine the quality of teaching and learning resources as a sustainable driver of academic excellence in open distance e-learning universities. The study delves into the intricacies pertinent to how resource availability, adaptability, and technological integration influence pedagogical effectiveness and student engagement in open distance e-learning contexts. The critical question guiding this study is, how do sustainable approaches to teaching and learning resources enhance the quality of education in open distance e-learning universities? A qualitative approach is adopted utilizing scholarly books and peer-reviewed articles as primary data collection sources. An interpretive paradigm is appropriately selected to capture multiple perspectives on the alignment between resource quality, inclusivity, and sustainability in higher education. Findings emerged that sustainable teaching and learning resources such as open educational resources, digital libraries, and innovative online platforms contribute significantly to enhancing access, equity, and long-term institutional resilience. The study contributes immensely to the growing discourse on resource-driven sustainability in higher education, highlighting best practices applicable to both developed and developing contexts. Implications for policymakers and implementers emphasize the need to prioritize equitable funding, digital infrastructure, and ethical resource distribution. Nonetheless, limitations include reliance on secondary sources and contextual variations across regions.
Quality of Teaching and Learning Resources
Teaching and Learning Resources, Sustainability, Open Distance e-Learning, Higher Education, Academic Quality
Copyright (c) 2025 The Arab Journal For Quality Assurance in Higher Education http://creativecommons.org/licenses/by/4.0
Strategies for Utilizing Artificial Intelligence to Support EFL Teachers Across Different Educational Levels
The study examines how teachers can employ artificial intelligence to support themselves in the teaching process. To achieve the study’s goals, the researchers adopted a mixed-method approach supported by a systematic content analysis of recent literature, from which they selected 30 studies, as well as an experts’ workshop that included 15 specialists. The findings show that AI is a multifaceted technology that can simulate human intelligence to improve language learning. The study also identifies significant challenges, such as the lack of sufficient AI training among many EFL teachers, the shortage of technical equipment in some educational institutions, and teachers’ concerns about the ethical implications of using AI in education. The study concludes that AI holds considerable potential to enhance EFL teaching and learning when implemented judiciously. Finally, the paper recommends investing in teacher professional development and infrastructure, as well as establishing clear ethical guidelines.
Quality of E-Teaching and Distance Learning
Artificial Intelligence (AI); English as a Foreign Language (EFL); Educational Technology; Teacher Professional Development; Language Learning Strategies.
Assessing Document Management Practices and Challenges in Zambian Academic Libraries: A Descriptive Survey
This pilot study assesses Zambian academic libraries' document management practices and challenges. It investigates the effectiveness of current practices, identifies challenges faced by these libraries, explores the preferences of academic library professionals regarding document management systems, and provides recommendations for improvement. A cross-sectional research design was employed, utilizing a quantitative approach. Data was collected from 22 Zambian academic library professionals through a comprehensive questionnaire. The data was processed and analyzed using statistical methods, including means and standard deviations, to evaluate document management practices and challenges. The study reveals that Zambian academic libraries effectively organize documents (mean score: 4.27) but face challenges, including a need for digitization support (mean score: 4.18) and increased budget and personnel (mean score: 4.13). Digital repositories are commonly used, but integration with other library tools and accessibility for disabled users need improvement. This pilot study provides valuable insights into document management practices and challenges specific to Zambian academic libraries. It is a foundation for enhancing document management strategies in these libraries, potentially leading to increased efficiency and improved user experiences. The study also offers a model for similar investigations in other regions, promoting collaborative efforts to enhance document management in academic libraries globally.
Academic Libraries Zambia, Document Management, Archival Management, Preservation, Library Document Organization, Challenges in Document Management.
Roles, Operations and Challenges of Security in Malete, Moro Local Government, Kwara State, Nigeria, 2009–2025.
This study examines the evolution of crime and the security landscape in Malete, Kwara State, Nigeria, from 2009 to 2025. Positioned as a growing university town following the establishment of Kwara State University, Malete has witnessed a rise in various criminal activities, including theft, cultism, cybercrime, rape, and kidnapping. The paper analyzes the historical trajectory of crime in the town, revealing a shift from petty, opportunistic offenses to organized and violent crimes driven by urbanization, youth involvement, and inadequate infrastructure. It details the geographical hotspots of criminal activity, such as Westend, Safari, Market Side, and Agric Road. Emphasis is placed on the multi-layered response by security actors, including the university’s Safety Unit, Nigerian Police, Civil Defence Corps, EFCC, NDLEA, and community vigilantes. Their roles, operations, and cooperation are critically assessed in terms of strengths, lapses, and community impact. Despite interventions, the study highlights numerous challenges facing security enforcement, such as underfunding, manpower shortages, lack of surveillance infrastructure, poorly secured student hostels, weak landlord accountability, and student mistrust of law enforcement. The paper concludes with practical recommendations, including the need for coordinated surveillance, technology deployment, curfews, community cooperation, and air-ground patrol strategies, particularly with the support of the Nigerian Air Force. Ultimately, the work calls for a holistic, community-driven, and well-resourced security approach to restore peace and protect both residents and students in Malete.
Quality Environment of Teaching and Learning
Crime prevention, Vigilantism, Community Policing, Mechanisms, Challenges.
Stages of Obtaining International Recognition of Medical Schools in Libyan Universities - Current Realities and Development Opportunities
The article addresses the issue of developing medical schools in Libya, highlighting the urgent need to launch an organized national project aimed at improving the quality of medical education and avoiding the current chaos in the establishment and implementation of programs. The primary objective of the article is to define the future vision for medical schools by answering a fundamental question: What do we want from these institutions? An analytical methodology was employed, which includes a review of relevant literature and previous studies related to medical education, alongside the analysis of quality assurance reports in Libyan universities. Field data concerning the performance and requirements of medical schools were also utilized. The article recommends adopting a mindset of focus and determination to initiate immediate reforms despite the challenges, by taking tangible steps towards improving medical education. It is suggested that the relevant authorities implement effective mechanisms for accreditation and quality assurance to develop academic programs that meet labor market needs. Additionally, the article emphasizes the importance of collaboration between educational institutions and governmental bodies in exchanging experiences and best practices, to ensure adherence to international standards in medical education. Finally, it recommends establishing a monitoring and evaluation system to ensure the sustainability of improvements made.
Medical Schools- Medical Education - International Recognition -Quality of Education
Peer Reviewer Experiences in Institutional and Academic Audits: A Case Study of Zimbabwean Universities
Institutional audits are a cornerstone of quality assurance in higher education. In Zimbabwe, academic peer reviewers play a pivotal role in facilitating these audits, yet their experiences remain insufficiently explored. Understanding their perspectives is crucial for enhancing the effectiveness and credibility of audit processes. This study seeks to examine the experiences of academic peer reviewers engaged in institutional audits within Zimbabwe’s higher education sector, focusing on the challenges, perceptions, and operational realities they face. The study adopted a qualitative case study design, drawing on the extensive experiences of a peer reviewer who has participated widely in institutional and academic audits. Data were collected through reflective narration and thematically analyzed to extract key insights. The findings reveal that while audits are essential for promoting quality, they are often perceived by institutions as a threat to autonomy. Although Zimbabwe’s audit framework aligns with international standards, it faces local challenges such as ensuring impartiality, addressing disparities in institutional capacity, and balancing accountability with developmental support. Active stakeholder engagement and effective data management were identified as critical factors for successful audits. By highlighting peer reviewer experiences, this study contributes to a deeper understanding of institutional audits in the Global South and underscores the need for supportive, collaborative, and context-sensitive quality assurance systems.
Institutional Audits, Peer Reviewers, Quality Assurance, Higher Education
Assessing and Optimizing University Students' Academic Performance via Control Charts and A Hat Relationship
This study applies Statistical Process Control (SPC) techniques control charts and process capability indices to evaluate and enhance the academic performance of Ibb University students taught by the researcher from 2017 to 2020 in three foundation courses: Probability Theory, Linear Programming, and Mathematical Statistics. Treating education as a measurable process, the analysis revealed general process stability, with all control charts within limits except for one year when instruction was in English instead of the native language, leading to a spike in failure rates. Once the language issue was addressed, performance improved significantly. The process capability index (Cpk = 1.333) reflects good performance with room for improvement. A nonlinear pattern, termed the "Hat Relationship," shows that success in Mathematical Statistics depends strongly on prior performance in the prerequisite courses. The results underscore the importance of reinforcing foundation-level education to ensure success in advanced subjects. The study recommends adapting industrial metrics like Cpk for educational settings and promotes the use of control charts as practical tools for monitoring and improving the learning process, thereby supporting data-driven decision-making in teaching and curriculum design.
Statistical Process Control (SPC), Control Charts, Process Capability Index (Cpk), Educational Quality, Academic Performance, Quality Assurance in Education
Developing Administrative Leadership Practices for Communication Skills in Palestinian Universities: A Strategic Developmental Applied Proposal
Abstract:The study aimed to identify the level of development of administrative leadership practices in Palestinian universities in communication skills, and to develop a strategic development application proposal. Methods: The study followed the qualitative approach through analyzing documents, reports, the theoretical framework, previous studies, and specialized experiences in the subject of the study, and the personal interview in collecting data, describing the phenomenon, and analyzing it. It was applied to a sample of (20) faculty members working in Palestinian universities in the Gaza Strip, namely: Al-Quds Open University (Gaza Strip branches), Al-Azhar University, and Al-Aqsa University. Results: The results of the study showed that the level of development of administrative leadership practices in Palestinian universities for communication skills depended on a variety of skills, represented in listening, influence and persuasion, conversation, reading and writing, critical thinking, and self-control. The results indicate that the practice of administrative leadership of communication skills through knowledge and accuracy during listening, feedback, and the essence of the subject during conversation is considered among the most used practices (80%). Conclusions: The need to focus on communication skills and train leaders on different types of communication.
The Reality of University Policies Related to Quality of Education and Their Impact on the Mental Health of Students from the Perspective of Hashemite Jordanian University Students
The study aimed to identify the reality of university policies related to the quality of education and their impact on the mental health of students in Hashemite Jordanian universities. The study adopted the descriptive analytical approach. A stratified random sample of (420) male and female students was selected from all Jordanian universities during the second semester of the 2024/2025 academic year, including both public and private universities. The study findings revealed that students perceive the current state of university policies related to educational quality as moderate overall, with mean scores ranging between 3.17 and 3.42. The domain of “fairness in academic evaluation” ranked highest, reflecting students’ awareness of the importance of fair assessment in enhancing their sense of justice. Meanwhile, “university administration responsiveness” ranked lowest, indicating a weakness in communication and interaction channels between students and university administration. The results also indicated statistically significant differences across all items, suggesting that university policies related to educational quality have a significant impact on students’ mental health. Furthermore, statistically significant differences were found based on the variables of gender and academic year, in favor of female students and first-year students, indicating that these groups are more sensitive to the effects of university policies on mental health. However, no statistically significant differences were found for the variables of university type or academic major.
University policies, quality of education, mental health
The level of technological acceptance of artificial intelligence applications in teacher preparation programs at university education in Ma'an Governorate
The study aimed to investigate the impact of using artificial intelligence applications on improving the educational process, and the extent to which teachers in university teacher preparation programs at the College of Science accept these applications based on variables such as gender, academic year, and training courses. The study adopted a descriptive analytical approach and used a questionnaire consisting of multiple dimensions: expected ease of use and behavioral intentions. The sample included a number of students from the College of Science enrolled in teacher preparation programs in Ma'an Governorate, who were randomly selected. The results showed a neutral trend toward accepting artificial intelligence applications, with no statistically significant differences between the responses of teacher educators attributed to academic year, gender, or the number of training courses. The study recommended strengthening vocational training programs related to artificial intelligence technology, providing a supportive infrastructure, and integrating these technologies into curricula to improve the quality of education. It also encouraged innovation and conducted further future studies.
artificial intelligence, acceptance level, science, teacher preparation programs, university education.
Predicting self-efficacy through self-regulation skillsamong university students in the Sultanate of Oman
The aim of this study is to measure the level of Self-Regulation skills and Self-Efficacy among university students, also determining the possibility of predicting Self-Efficacy through students' Self-Regulation skills. The study followed the descriptive analytical predictive approach, on a sample of (1012) bachelor's degree students in public and private universities and colleges in the Sultanate of Oman. Where the Self-Regulation skills scale - prepared by the researchers - was applied, and the Short Self-Efficacy Scale (developed by Chen et al., 2001), and translated by (Al-Saudi, 2023) were used for data collection. The results of the study found that the Self-Regulation skills of university students were moderate, while Self-Efficacy was moderate. The results of the study shows that Self-Efficacy can be predicted through students’ Self-Regulation skills. The more Self-Regulation skills increase, the greater the level of Self-Efficacy among students.
Self-Regulation skills, Self-Efficacy, university students
The Degree Of Inclusion of Artificial Intelligence Concepts In Mathematics Curricula At The Basic Education Stage And Mathematics Teacher Preparation Curricula at Jordanian Universities
This study aimed to explore the reality of incorporating artificial intelligence concepts into mathematics teacher training curricula at Jordanian universities. This was done in light of analyzing the content of basic education curricula and university courses in mathematics teacher training programs. The importance of the study stemmed from the need to align teacher training programs with contemporary technological developments, particularly artificial intelligence, which has become an educational tool and a growing field of knowledge in modern education systems. The study relied on a descriptive quantitative approach, specifically content analysis, which is considered an appropriate method for investigating the extent to which the targeted concepts are included in educational materials. Two samples were selected for the study: a sample from basic education curricula, represented by mathematics textbooks for the sixth and seventh grades in Jordan for the 2024/2025 academic year; and a sample from mathematics teacher training programs: represented by the content of university courses from three Jordanian universities. The analysis results showed that AI concepts are still only partially included in basic education curricula, with the overall inclusion rate reaching approximately 5.40%, primarily in the field of "Data Analysis and Structuring." In contrast, teacher preparation curricula showed relatively higher inclusion rates of 10.97%, particularly in technical courses such as "Computer Applications" and "Introduction to Artificial Intelligence." The results reveal variations in the level of inclusion of concepts between courses and fields, indicating the absence of a comprehensive and integrated strategy for integrating AI into the educational system, whether in general education or teacher preparation programs. The study recommended updating curricula and educational and specialized curricula to enhance the readiness of future teachers to keep pace with technological developments and employ AI tools in modern learning environments.
Artificial Intelligence, Mathematics, Mathematics Teacher Preparation, Content Analysis
The impact of educational technology innovations on the quality of graduate students' research projects - an evaluative study from the students' perspective
The study aimed to assess the impact of using technological innovations on the quality of research project completion among postgraduate students at Al-Baha University. The sample included 198 students who completed their research projects. A descriptive analytical method and a mixed-methods approach were used to collect quantitative and qualitative data, offering a comprehensive understanding through objective measures and students’ experiences. Data collection tools included a structured questionnaire based on a three-point Likert scale and an interview guide. The findings revealed a strong relationship between the use of educational technology and the quality of research projects. Three main factors influenced this relationship: technological expertise, academic guidance, and peer interaction. Technological expertise contributed 32% to research quality improvement, while academic guidance contributed 28%. A moderate relationship was found between peer interaction and technology use, emphasizing the value of academic collaboration. The study recommends integrating AI tools for data analysis, research writing, and increasing use of digital libraries and e-learning platforms to enhance research quality. It also encourages fostering teamwork and academic engagement among students. Future research should explore effectiveness of AI in academic research, the role of digital platforms in developing future skills, and influence of big data analytics on research quality.
Artificial Intelligence; Data Analysis; Digital Platforms; Academic Interaction; E-Learning
Towards a Model of Internal Quality Assurance Evaluation in Moroccan Public Universities
The main purpose of this research paper is to propose a tentative model of how to proceed in the task of evaluating internal quality assurance (IQA) in Moroccan public universities. This initiative is intended to raise the academics’ awareness about this issue and hopefully take advantage of some recommendations and implications, as suggested in this paper so as to implement IQA as required. With regard to the method of exploration, the study was carried out in the light of The Qualitative Approach (interviews with seven (7) participants: senior lecturers from diverse schools of the same university) as well as document analysis), since academic quality is so complex and cannot be properly quantified or measured. As concerns the results of this study, they show that the interviewees seem to converge about the importance of academic quality, though they have different specializations. However, their evaluation of the learning outcomes is not unified. The proposed model is specifically intended to fill this gap in public universities. The main implication from this investigation is that an adequate fulfilment of IQA of the teaching operation is mainly in the hands of the academic staff whose main responsibility is to undertake their activities regularly, as required. The proposed model constitutes a strong recommendation to be adopted in the process of IQA evaluation. Thus, the value of this study lies in its originality, as the proposed Model of IQA evaluation is the first initiative in the Moroccan educational context; it may inspire university teachers and raise their awareness of the crucial importance of IQA and how to implement it properly.
Quality, internal Quality Assurance, Standards, evaluation, academic staff, public universities
The reality of using information and communication technology, the challenges and improvement proposals from the point of view of students of the Abdelhafid Boussouf University Center, Mila - Algeria
The study examined the reality of using information and communication technology in higher education by analyzing the experiences of 128 students from the Abdelhafid Boussouf University Center, Mila (Algeria). The study aimed to evaluate the impact of technological tools, remote learning platforms, and generative artificial intelligence applications on the quality of education and student engagement. The findings revealed that smart devices and e-learning platforms are widely used but face challenges such as weak infrastructure, lack of technical skills, and limited interaction between students and lecturers. The study highlighted the importance of developing technological infrastructure and increasing awareness and training to support digital education. The study concluded that technology plays a pivotal role in enhancing the quality of higher education, particularly by providing flexibility in accessing content and facilitating the educational process. However, improvements are needed in digital infrastructure, the provision of modern devices, and the enhancement of students' and lecturers' skills in utilizing technology. The study also recommended developing interaction tools on remote learning platforms and integrating artificial intelligence applications to offer more personalized and effective educational experiences.
Integrating Artificial Intelligence into Research Methodology: Examining Potential Bias and Mitigation Strategies
This study represents a significant contribution to understanding the challenges and opportunities associated with using artificial intelligence in scientific research, with a particular focus on ethical issues and bias. In recent years, these critical issues have been increasingly addressed, as highlighted in previous studies that shed light on their importance. One of these studies is the research by Amini and colleagues (2023), who discussed the negative impacts of bias in artificial intelligence on research outcomes, indicating that the input data and algorithms used can lead to misleading results if not handled carefully. This underscores the need for researchers to be cautious about the integrity of their data and the algorithms they employ. On the other hand, the study by Kahn and others (2023) presented strategies to reduce bias and enhance transparency in the use of artificial intelligence in scientific research, emphasizing the importance of ethical training for researchers. By studying these issues, this research aims to address the gaps identified in previous studies and provide practical strategies that can help reduce bias and improve result accuracy. It also seeks to enhance ethical awareness among researchers and assist academic policymakers in developing training programs aimed at enhancing researchers' skills effectively and ethically via artificial intelligence techniques.
Bias in artificial intelligence; Transparency; Ethics; Ethical training; Mitigation strategies; Research Integrity.
The Effective Reading Strategy (SQ3R) and its Relationship to Improving Achievement and Academic Achievement Motivation
Study abstract: The current study aimed to identify the relationship of the active reading strategy (SQ3R) to improving achievement and academic achievement motivation among female students of the Chemistry Department at Najran University. To achieve the objectives of the study, an experimental method was used based on a quasi-experimental design. The two study tools consisted of an achievement test and a measure of academic achievement motivation. Then they were applied to the two groups of the study, which amounted to (48) female students. It was found that there were statistically significant differences between the average scores of the female students in the experimental and control groups in the post-application of the achievement test, in the direction of the experimental group, with a large effect size. The results of the study also revealed the presence of statistically significant differences between the averages of students in the experimental and control groups in the post-application of the academic achievement motivation scale, in the direction of the experimental group, but with a small effect size. Based on the results, the study recommended moving from traditional teaching methods to using active learning strategies, in particular the effective reading strategy (SQ3R). Such strategy had a significant impact on improving achievement. It also intensified training courses in the skills of using modern teaching strategies for faculty members, as well as for students, and focused on strategies that would improve students’ academic achievement motivation.Keywords: effective reading (SQ3R), achievement, motivation, academic achievement, active learning
effective reading (SQ3R), achievement, motivation, academic achievement, active learning
An Empirical Study of Information Resources Indices on Undergraduates Utilization of Library Collections in Nigeria Universities
This study investigated the relationship between information resources indices and undergraduate utilization of library collections in Nigeria Universities. Five objectives and five hypotheses were formulated. Survey research design was adopted. Cluster sampling technique was used in the study and the university used for the study was Osun State University and Federal University Otuoke. The total population used was 297, 159 registered library users from Osun State University and 138 registered library users form the Federal University Otuoke. A fourty items questionnaire developed by the researcher. Pearson Product Moment Correlation Co-efficient (PPMC) were used to analyse the generated data for the study. The findings of the study indicated that there is a significant relationship between information resources indices and undergraduates utilization of library collections in the university libraries of Osun State University and the Federal University Otuoke. Based on the findings, it was recommended among others that library resources should be regularly updated as current resources would enhance users utilization of information resources and librarians should endeavour to acquire relevant library collections that are highly demanded by the users of the university libraries. Sequel to the findings of the study, it was concluded that library users can only derive maximum satisfaction from their utilization of quality library resources that are relevant to their information searches.
information resources indices, undergraduates, utilization, library collections, universities, Nigeria.
Exploring How Quality Assurance Manages Prison students ' Access to Distance E-Learning Education
This study explores the role of quality assurance in managing access to distance e-learning education for prison students. Amidst the rapid expansion of online educational opportunities, ensuring equitable access and high-quality learning environments for prison learners presents unique challenges. Quality assurance mechanisms are crucial in maintaining educational standards and fostering an inclusive, supportive learning atmosphere. The research employs a qualitative methodology, analyzing data from literature and interviewees with prison students that study through distance e-learning programs. Findings indicate that robust quality assurance frameworks enhance the educational experiences and outcomes for prison students by ensuring that course content, instructional methods, and resource allocation are tailored to meet their advanced learning needs. The study highlights the importance of continuous improvement processes, including regular feedback loops and adaptive learning strategies, to accommodate the diverse abilities of prison students. Additionally, the quality assurance in mitigating the risk of educational neglect in remote prison learning setting is emphasised. Effective management through quality assurance not only supports prison students in realizing their potential but also sets a standard for their academic excellence in distance education.
The level of Obstacles to the application of artificial intelligence in teaching social studies from the perspective of social teachers in Aqaba Governorate
The study aimed to discover the obstacles to applying artificial intelligence in ‎teaching social studies from the point of view of social studies teachers in Aqaba ‎Governorate and their proposals for treating them. The researcher used the ‎descriptive analytical method. The study sample reached (159) social studies ‎teachers from Aqaba. To achieve the study's objectives, the researcher ‎prepared A questionnaire study tool consisting of (15) items. The study ‎found that the obstacles to applying artificial intelligence in teaching social studies ‎from the point of view of social studies teachers in Aqaba Governorate and their ‎suggestions for treating them were high, with a mean score of (3.8707). The results also showed statistically significant differences ‎between the answers of the study sample regarding the application of artificial ‎intelligence in teaching social studies from the perspective of social studies ‎teachers in Aqaba Governorate due to the years of experience variable. Simultaneously, there were no differences due to the academic qualification variable. ‎‏Based ‎on these results, the study recommended providing specialized ‎training and qualification programs for social studies teachers in using intelligent ‎technologies and artificial intelligence in education.‎
Obstacles to the application of artificial intelligence, social studies teachers, social studies.
Copyright (c) 2024 The Arab Journal For Quality Assurance in Higher Education http://creativecommons.org/licenses/by/4.0
Examining Middle Leaders’ Quality Assurance Instruments in Assessing Classroom Activities: A Case of Six Schools in Two Districts of Gauteng Province
This study investigated the role of middle leaders in enhancing quality assurance practices within educational settings. Specifically, the research examined how middle leaders develop and utilize quality assurance tools to assess classroom activities and promote collaboration among teachers in assessment practices. The research adopted a quantitative research approach with the survey as a data collection instrument developed by the researcher. The instrument was finalized and given to experts in quality assurance for content validity. The research found that middle leaders can create effective quality assurance instruments for teaching and learning activities. Middle leaders demonstrated that they were successful at encouraging teachers to use tools for quality assurance activities. Future research could explore specific strategies that maximize the impact of middle leaders in quality assurance processes. Continuous future improvements could be fostered.
The level of applying of educational loss treatment from the perspective of English language teachers in the schools of the Directorate of Education in Kasbah Al-Salt
The study aimed to identify the level of applying of educational loss treatment from the perspective of English language teachers in the schools of the Education Directorate in Kasbah Al-Salt. The study used the descriptive analytical approach, and the study community consisted of all English language teachers during the first half of the year (2024). A convenient sample of (370) male and female teachers was selected, including (298) male teachers and (72) female teachers. The tool for this study was distributed electronically. The results of the study showed that the arithmetic averages of the areas of the level of applying of educational loss treatment from the perspective of English language teachers came with high degrees. The results of the study also indicated that there were no statistically significant differences in the level of applying of educational loss treatment from the perspective of English language teachers for the variables (years of experience, gender, academic qualification).
addressing educational loss, English language teachers, Kasbah Salt.
Institutional Excellence in Special Education Institutions
The research addressed institutional excellence in institutions of special education where the research clarified the concept of institutional excellence and its objectives, and its importance, and the principles of institutional excellence, where the stages of application of institutional excellence include the stage of preparation and preparation for institutional excellence, the stage of planning for institutional excellence, the stage of organization for institutional excellence, then the stage of organization for institutional excellence, and finally the stage of exchange and dissemination of experiences, as well as the research addressed the requirements of applying institutional excellence in special education institutions, which is a distinct leadership, an integrated strategy plan, and a system of policies regulating methods, methods of work and flexible organizational structures as well as a sophisticated system to confirm overall quality. The system includes an integrated information system, decision-making support, performance evaluation, and a system for preparing and developing personnel. The research examined the regulatory, financial, human, and technological barriers that hinder the implementation of institutional excellence in private education institutions.
Institutional Excellence - Special Education Institutions
The Necessary Competencies for Sign Language Interpreters from the Perspective of Deaf University Students in Oman
The aim of the research. To identify the necessary competencies for sign language interpreters from the point of view of deaf university students, in order to reach the standards that must be considered for sign interpreters at the university level, the research used the descriptive method. where a questionnaire was applied on a sample of (40) university students for the academic year 2024-2025 in the Sultanate of Oman, and the research found that there are no significant differences. Among the sample members attributable to the gender variable. The research recommended that academic sign language interpreters in the Sultanate of Oman should possess the necessary professional, cognitive and personal competencies. The research recommended that academic sign language interpreters should possess the necessary professional, cognitive and personal competencies for the university stage, and that a training program should be conducted for sign language interpreters before the beginning of the academic year to identify the academic requirements offered to deaf students, and to encourage sign language interpreters to self-professional development, and to hold forums, seminars and conferences to exchange experiences between sign language interpreters in different countries of the Arab world.
Competencies –Sign language translators– Deaf university students
The impact of international standards on project quality applied to Saudi Telecom Company 2024
Abstract: The study aimed to know the impact of international standards on the quality of projects in the Saudi Telecom Company. To achieve this, the descriptive analytical approach was relied upon. The number of individuals in the study sample was 456 individuals. The researchers used the Statistical Package for Social Sciences program to describe the sample and to test the hypotheses. After that, a number of results were reached, the most important of which is the existence of a direct effect of the project planning standard on the quality of projects in the company, the existence of a direct effect of the project integration management standard on the quality of projects in the company, the existence of a direct effect of the project time management standard on the quality of projects in the company. After monitoring the results, a number of recommendations were reached, the most important of which is localizing the work culture according to international standards within the company and working to strengthen the relationship between international standards and project quality and providing all work requirements to work according to international standards to achieve project quality.
International standards, project quality, Saudi Telecom Company.
The impact of e-learning in increasing the quality of university education
The current study aims to shed light on e-learning, its impact, and its role in raising the quality of university education, with a sample of (300) university professors. The study used the descriptive and analytical approach, using the questionnaire as a tool for collecting data and information, and using a number of statistical methods, including the arithmetic mean and the deviation. Standard, relative weight, Pearson correlation coefficient, Alpha-Cronbach reliability coefficient, reliability coefficient by split-half method, and t-test. The results of this study resulted in a very high agreement among the study sample members on the questionnaire items, which aims to identify the impact of e-learning on the quality of university education, as The responses of the study sample members indicated the prominent role of e-learning in improving the quality of university education through its positive impact on the educational process. The results of this study also resulted in the absence of statistically significant differences in the level of the study sample members’ responses, which is attributed to the gender variable (males/ females).
E-learning – Quality of Education – University Education.
Evaluating the Content of the Islamic Education Textbook for the Eighth -Grade in Light of Comprehensive Quality Standards from the Point of View of Islamic Education Teachers in Jordan
This study aimed at evaluating the content of the Islamic Education textbook for the eighth grade in the light of comprehensive quality standards from the point of view of Islamic education teachers in Jordan. The sample of the study included 200 male and female teachers chosen at random. The study followed the descriptive analytical research approach. To achieve the objectives of the study, the content analysis tool was built in light of comprehensive quality standards, and its validity and reliability were verified. The study found that the overall score for evaluating the content of the Islamic Education textbook was high, with the exception of the fields of activities, teaching aids, and evaluation. The study revealed that there are statistically significant differences due to the variable (educational qualification), but no statistically significant differences due to the variable (sex). It recommended reconsidering the areas of activities and evaluation and the provision of learning resources that assist in the implementation of the curriculum in accordance with the criteria for comprehensive quality in education.
A proposed vision for developing the Academic Leaders in the University of Jordan Based on Cambridge University Model for Sustainable Leadership
This study aimed at to suggeste perception vision for developing the academic leader’s performance in the University of Jordan based on Cambridge University model for sustainable leadership. To achieve the aims of the study, the descriptive analytical method was used. The sample of the study consisted of (195) participants. They were chosen through simple random way, a questionnaire was developed based on Cambridge University model for sustainable leadership (Visser and Courtice 2011), this model consisted of three aspects: The leader’s features, leader’s behaviors and the way that the leader works. The results of the study showed that the degree of practicing the sustainable leadership in the University of Jordan was moderate, and there were no statistically significant differences according to practicing the sustainable leadership in the University of Jordan for the variables: experience, scientific qualification and the nature of the college. The results of the study also revealed that there were statistically significant differences due to the variables of gender for females, and the academic rank for lecturer. A suggested perception was put to develop the academic leadership’s performance in the University of Jordan based on the Cambridge University for sustainable leadership.
Academic leaderships, Cambridge University, Sustainable leadership, The University of Jordan.
The reality of activating community participation between the school and parents from the point of view of school principals
The study aimed to identify the reality of activating community participation between the school and parents from the point of view of school principals. The study sample consisted of (100) male and female principals from public school principals in the Salt region for the academic year 2022/2023. The questionnaire was used as a tool for the study, and the descriptive analytical approach was used. The results of this study found that activating community participation between the school and parents, from the point of view of school principals, was at a moderate level. The results also indicated that there were no statistically significant differences attributable to the variable of experience, and the absence of statistically significant differences in the responses of public school principals in the Salt region to the reality of activating community participation between the school and parents attributable to the variables: gender and academic qualification.
activation, community participation, school principals.
Evaluating the Role of Teachers’ Feedback in Secondary School Students’ Academic Achievement: An Empirical Evidence from Jordan
The academic achievement of secondary school students in Jordan is evaluated based on the use of feedback-based teaching. The learners are stimulated to correct their areas of weakness through constructive feedback. Therefore, this study presents an investigation of the impact of feedback-based teaching on student’s academic achievement. To achieve that, the study involved a total 160 students were involved in the study from 4 randomly selected private schools in Jordan, Irbid Governorate, two English classes were selected randomly from each school. The students were divided into a control group and an experimental one. The control group received regular instruction while the experimental group was taught using feedback-based teaching, where feedback was provided by the teachers in different forms. Consequently, the analysis denotes that frequent and diverse feedback is highly constructive and improves students' achievement compared to feedback that is unstructured. It is clear that feedback has to be effectively structured to ensure that it achieves its objectives in improving students’ academic achievement.
Academic Achievement; Feedback-Based Teaching; Jordanian Students; Secondary School