Evidence-Informed Teaching Practice in the United Arab Emirates

Abstract

The United Arab Emirates has made great strides in terms of its overall educational system with a variety of educational reforms to meet the nation's strategic vision. In this chapter, we utilize Hood's (1998) social cohesion/social regulation theory and DiMaggio and Powell's (1991) institutional theory to examine the evidence-informed teaching practice in the UAE. It is evident that the UAE educational model sits in the top two quadrants based on this chapter's analysis – a high social cohesion with high social regulation (i.e., “a hierarchist way”) and at times exhibiting fatalism with high social regulation and low social cohesion. Although the findings reveal substantial diversity in terms of enablers and barriers to evidence-informed practices, they provide a space to reflect on the complex cultural and social contexts behind such a diverse set of perspectives and responses.

Citation

Amatullah, T. and Litz, D.R. (2022), "Evidence-Informed Teaching Practice in the United Arab Emirates", Brown, C. and Malin, J.R. (Ed.) The Emerald Handbook of Evidence-Informed Practice in Education, Emerald Publishing Limited, Leeds, pp. 107-119. https://doi.org/10.1108/978-1-80043-141-620221016