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This paper reports a sub-set of results from a mixed-method ethnographic study of literacy among female graduates and undergraduates of a United Arab Emirates public university. With reference to survey data and two in-depth interviews, the paper focuses in particular on the predispositions and preferences of these women with regard to reading and writing in English and Modern Standard Arabic. Employing a New Literacy Studies theoretical framework along with a number of concepts developed by Bourdieu, the paper finds that literacy practices in this context are developing rapidly, influenced by the diverse transnational linguistic marketplaces in which these women grow up. Suggestions are made with regard to possible directions for curricular development in higher education in this region based on the opinions expressed by these young women.

This paper aims to examine the regional dynamics that further consolidated Israel’s national security in the Middle East in the aftermath of the Arab Spring, reflecting upon the nuclear challenge between Iran and Israel and Iran's expanding activities in the region.

To prove the central argument, the study uses a conceptual framework that centers on deterrence as the main approach used by states to consolidate their influence in the Middle East region.

Iran's nuclear progress and influence in the region has strengthened Israel’s security and fostered an unprecedented open rapprochement led by USA efforts with the Gulf regimes.

The paper draws particular attention to the Iran–Israel nuclear competency, and the Israeli preferred policy options regarding Iranian activities in the region amid turbulent Middle East. In addition, the paper offers insight to the regional dynamics that further consolidated Israel’s national security in the region while maintaining a status of Arab vulnerability and backwardness.

The purpose of this study is to cover the change that happened in the American foreign policy toward Iran by changing the American leadership from Obama to Trump. In addition to its coverage for the Iranian foreign policy toward the Arab region during the presidency period of Obama in the USA and also during the presidency period of Trump, to discover whether a change has happened in the Iranian foreign policy toward the Arab region is a result of the change in the American foreign policy or not. This can be discovered by concentrating on Yemen, Syria and Iraq, taking into consideration the Iranian and American national interests in the Arab region, as well as the regional role of Iran and its intervention in the Arab region.

This study was based on the analytical method of the foreign policy that is based on analyzing facts and events, as well as analyzing the roles and interests within the framework of the states’ foreign policy. This method was used in the study for the purpose of analyzing the impact of the change in the American leadership from Obama to Trump on the US foreign policy toward Iran in the light of the American interest; in addition to the Iranian foreign policy toward the Arab region (Yemen, Syria and Iraq) in the presidency period of both Obama and Trump in light of the regional role of Iran and its passion to achieve its national interest.

The study concluded that the change in the American foreign policy toward Iran is a result of the change of the American leadership from Obama to Trump by the American interest requirements in accordance to the respective of both of them. The change in the American policy led to a change in the trends of the Iranian foreign policy toward the Arab region in the term of the regional Iranian role. Under the American and Iranian convergence in the period of Obama, the Iranian role in the Arab region was limited to what could achieve its national interest and what did not threaten the American interest, especially after Iran had guaranteed that the USA is by its side. In the framework of the American and Iranian confrontation under Trump’s current presidency, the Iranian role has expanded in the Arab region, where Iran has intensified its intervention in Yemen, Syria and Iraq politically and militarily. Iran became more threatening to the American interest, as it became a means of pressure to the USA under Trump’s ruling in the purpose of changing its position toward it.

The importance of the study stems from the fact that it is seeking to analyze the change of the American foreign policy toward Iran within the period of two different presidential years of Obama and Trump, whereas, their trends were different in dealing with Iran between rapprochement and hostility toward it, on the basis of the American interest. In addition to testing whether this change in the American foreign policy toward Iran has been accompanied by a change in the Iranian foreign policy toward the Arab region.

This study aims to analyze the impact of Arab Revolution on the Arabian Gulf security by applying on Yemeni Revolution. This can be achieved by analyzing the threat of Arab Spring Revolutions to the national security of the Gulf Cooperation Council (GCC) countries after the breakout of demonstrations and protests in some of the member states. In addition to its analysis of threat of the Regional Security of the Gulf as a result of Yemeni Revolution and Civil War and Iranian intervention to support Houthis within light of regional anarchy and security competition according to the Neorealism and how the GCC Countries face such threats.

The study depended on the historical methodology to track the developments of some events related to the Gulf Security and crisis in Yemen. Moreover, it used the analytical approach to analyze the impact of Arab Revolutions and Yemeni Civil War on the Arab Gulf Security. In addition, it depended on the realistic approach to explain the security state at the national and regional level of the Arab Gulf countries within light of regional anarchy, security competition and Iranian support to Houthis “Non-State Actors” (Kenneth Waltz), as well as the offensive realism (John Mearsheimer).

The Arab Revolutions had an effect on the national security of GCC countries according to the Neorealism due to the breakout of demonstrations and protests in Saudi Arabia, Kuwait and Sultanate of Oman which reached to the degree of threatening the existence of the state as in Bahrain. The Gulf Regional Security is influenced by Revolution and Civil War in Yemen as a result of that Iranian support to Houthis within light of security competition between Iran and Saudi Arabia, leading to the threat of the Arabian Gulf Security as Yemen is the southern gate to the GCC Countries and having joint borders with Saudi Arabia and Sultanate of Oman. Moreover, the GCC countries dealt with that threat individually, such as, performing internal reforms, or collectively through using military force, such as Bahrain and Yemen (Offensive Realism).

This study is an introduction to explain the Arab Spring Revolutions, conflict in Yemen and its threat to the Arab Gulf Security according to the Neorealism based on that the GCC countries sought to keep its existence and sovereignty in confrontation to the demonstrations and internal protests and to keep the regional security in confrontation to the threats of neighboring countries such as the Civil War in Yemen and the Iranian Support to Houthis in light of the regional anarchy.

In this paper, I argue that English could be of more relevance to the Arabian Gulf if we conceptualized it as an educational forum for familiarizing students with socio-linguistic conventions relating to a wide variety of text types and for sharpening their critical awareness of the political implications of the uses of English. I make my case against the backdrop of a particular local context in the Arabian Gulf: the current BA programme in English at the College of Arts and Social Science, Sultan Qaboos University, the Sultanate of Oman. I maintain that the programme is predicated upon conceiving of English as a field (or rather fields) of knowledge, as academic disciplines of English literature, linguistics and translation, each with its own sets of concepts and frames of reference. As such, the programme both falls short of being fully theoretically coherent and fails to take into account the recent educational developments in Oman. Drawing upon the theoretical construct of discourse, I propose an outline of an alternative BA programme in English that revolves around the uses of English and their political implications.

Medical schools aspire to graduate doctors who are competent in interpreting, conducting and publishing scientific research. Hence, the purpose of the paper is explore the impact of a structured compulsory community-oriented, project-based research program in the undergraduate medical curriculum on medical graduates’ future careers, publications and motivation for scientific research.

An online questionnaire was sent through the Alumni Association of the Arabian Gulf University (AGU) to medical graduates who have valid email addresses, seeking information on their scientific productivity along with demographic and current employment data. Responses were collated and analyzed using a standard statistical software package. The chi-square test and p-value were calculated. P-value <0.05 was considered statistically significant.

Completed forms were received from 91 medical graduates. In this sample, almost a quarter of the respondents have published a research paper out of their undergraduate research project, and about 50% have published at least one paper (as main or co-author) after graduation. Both demographic and medical specialty was not related to the doctor's perception of the benefits they have attained from the compulsory undergraduate research program. However, medical graduates who are at senior levels in their medical careers and those who are employed in secondary healthcare are significantly more likely to publish research papers.

The compulsory community-oriented, project-based research program in AGU has positively contributed to the research productivity of graduates, and it would be worthwhile to include such programs as an integral part of the undergraduate medical curriculum.

A variety of alternate technology-enhanced teaching approaches are now available to university students to broaden their learning experiences and complement conventional face-to-face teaching. This paper aims to outline a study conducted at an English Medium Instruction (EMI) University in the Arabian Gulf where students were studying media. The study explored an innovative teaching approach that sought to enhance the students’ interaction with mobile phone applications as part of their learning experiences during the course.

The focus of the study was on enhancing the students’ English writing skills such as vocabulary, spelling and grammar and on improving their technical skills such as in video production. The study collected both quantitative and qualitative data.

The results indicated that mobile phone applications were helpful in improving students’ journalistic writing skills where they had a good level of proficiency in English, more so than students with poor English who are more dependent on traditional learning methods. Students also benefitted from mobile phone video production workshops that were intensive and creative. Based on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.

wBased on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.

All colleges of medicine in the Gulf Cooperation Council (GCC) adopt English as a language of instructions. This study aimed to examine medical students' views on introducing medical terminology in Arabic within an English-based curriculum.

This descriptive study targeted preclinical second- and fourth-year students in the College of Medicine and Medical Sciences at the Arabian Gulf University, during the academic year 2022–2023 (n = 407). Within the pharmacology teaching material in unit I (second year) and unit VIII (fourth year), which are taught in English, students were provided with medical terms in Arabic. At the end of these two units, students' views were sought by using a self-administered questionnaire.

The number of respondents was 263 (response rate 64.1%: 22.2% males, 77.8% females). Most participants received their school education mainly in Arabic (78.8%). A significant percentage of students believed that providing Arabic terms helped their learning (79.8%). If pharmacology is taught exclusively in English, majority of the students anticipated to face difficulties when explaining drug treatment to their patients in the future (71.3%). Most respondents expected this intervention to help them communicate with patients (86.7%), and preferred to include it in the clinical skills training (82.2%). The second-year students and those whose school education was mainly in Arabic were more likely to agree to the intervention (p < 0.05 for both).

The introduction of medical terms in Arabic is an acceptable alternative to complete Arabization, and is believed to help students in their learning and communication with their patients.

The study will inform relevant workplace gendered policies at the university and other academic institutions.

A cross -sectional study was conducted on all the Arabian Gulf University full-time employees during the COVID-19 pandemic, in June 2021. A questionnaire was sent to the employees requesting data that included sociodemographic data, living conditions, psychological status, social aspects, work productivity and satisfaction. The generalized anxiety disorder questionnaire (GAD-7) was used to screen for anxiety.

Gender disparity was noted in the increase of responsibilities at home and towards young children, and in stress and anxiety. Women’s reductions in peer (90.7%) and social (88%) interactions were higher than among males (81.8%, 73%, respectively). There was a narrow gender gap in work productivity and workload. More males reported that the university was concerned about its employees during COVID-19 and were satisfied with the measures taken. There was a gender disparity with respect to superiors periodically checking if the workload was manageable and discussing the mental health and well-being of the employees.

Future research directions may focus on how gender impacts the perception and response to crises in higher education in Arab countries.

This is one of the few studies in the region that examined the gendered psychosocial impact of COVID-19 and productivity in the workplace using a higher education institution as an example.