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This study aims investigate in-service teachers’ perspectives on the integration of ChatGPT, an artificial intelligence (AI)-driven chatbot, into United Arab Emirates (UAE) private schools. As the UAE progresses towards a knowledge-based economy, aligning with the goals of the UAE 2030 vision, this research assesses the capacity of ChatGPT to enhance the educational experience within the framework of technological pedagogical content knowledge.

A mixed-methods approach is used, combining a survey assessing teachers’ attitudes and a thematic analysis of open-ended responses, to explore the effectiveness, challenges and pedagogical implications of ChatGPT’s use in the classroom.

Findings reveal that teachers value ChatGPT for its potential to individualize learning and streamline the creation of educational materials, aligning with the shift towards student-centred approaches and the demands of 21st-century skills. However, significant challenges are noted, including ethical concerns, the need for reliable content and a necessity for extensive professional development to fully realize ChatGPT’s benefits.

While ChatGPT transforms teaching and learning practices, realizing this potential requires addressing critical issues through adaptive policy-making, continuous educator training and thoughtful integration into the curriculum.

The study highlights the importance of a collaborative approach to dealing with the details of AI in education, ensuring that advancements like ChatGPT align with the evolving educational paradigms of the UAE.

Student engagement evaluation is considered to be connected to many aspects of the management of higher education, but outside Western higher education, research and evaluation on student engagement and experiences has been limited so far. Our study focuses on the underexplored aspects of Palestinian higher education with the aim of gaining an actionable understanding from the overall student engagement situation to enhance the management and development of local teaching and learning practices.

A quantitatively oriented, sequential mixed-methods design was adopted. With the applied and validated engagement measurement we collected 946 engagement questionnaire responses from Palestinian university students. Quantitative data were analysed using structural equation modelling, K-means cluster analysis and chi-squared tests. Inductive and deductive thematic analysis was employed for the open answers.

With the three validated student engagement dimensions, the applied cluster analysis allowed three different engagement profile groups to be distinguished: strongly, moderately and loosely engaged. In the subsequent statistical and qualitative thematic analyses, these three engagement clusters differ in the degree to which they had a clear vision of a future profession or in their academic engagement with their studies. Moreover, qualitative analysis brought up many shared concerns regarding theoretically oriented studies and uncertain professional and career prospects in the Palestinian higher education context.

This study is one of the first attempts to develop tools for student engagement management in Palestinian higher education. The study findings are particularly significant for developing micro- and meso-level management practices in Palestinian higher education institutions.

This study introduces diagrammatic morphology as a novel method for analysing the synergistic interactions within school mapping. It seeks to reshape the evaluation of school mapping typologies, focusing on the interconnectedness of learning activities, social interactions, and spatial configurations. Aims: (1) To develop the morphological evaluation procedures for school mapping. (2) To evaluate the Iranian Middle Schools' Interior Architecture (IMSIA) using the diagrammatic morphological method.

This qualitative study has been conducted in two steps: A review of the morphological method for school mapping evaluation. A case study analysis of fifty-five IMSIA samples.

The spatial typology of IMSIA were categorized into four distinct models. These models included ten distinct pattern categories within twenty-one different types. The case study evaluation identified three levels of synergistic complexity within the school mapping: primary, intermediate, and advanced. The advanced level displayed the strongest connection to pedagogies among the analysed models.

This research innovatively evaluates the synergistic context of schools based on the assemblage theory through an occupational analysis of the Iranian middle schools' interior architecture mapping diagrammatic morphological method.

The fundamental purpose of this study is to analyse the determinants of higher education quality in Afghanistan based on insights from student perceptions. Understanding this part holds paramount importance in enunciating sound policies for the smooth functioning of the higher education sector of Afghanistan.

This study aims to classify students' background and demographic data, distinguishing their perception of higher education quality using a deductive research approach. A sample of 418 students from five top private universities in Afghanistan was chosen to assess their perceptions of higher education dimensions by employing a multinomial regression analysis.

The findings indicate that extracurricular activities, students' scholarship status, parents' education, age, previous academic results and the university they attend significantly impact their perception of the quality of higher education.

This research is essential for education policymakers and university administrators. These findings can be replicated to develop regulations and target specific groups of students to ensure a favourable academic environment and boost the brand image of their universities. This would ensure long-term quality improvement and assurance outcomes, allowing higher education institutions to compete with regional and international institutions.

This study contributes to identifying the determinants of higher education quality based on the perceptions of the students in Afghanistan.

The purpose of this paper is to investigate the ending of fee-free higher education in Australia for overseas students in the 1980s, and the ways in which the government managed the diplomatic relationships that were affected by this policy shift. The introduction of fee-free higher education in Australia in 1974 was incredibly popular, and the end of the program in the late 1980s created difficulties for individuals, families and diplomatic relationships.

Using a mix of secondary sources and archival documents, this paper has a historiographical element, and an element of analysis.

This research finds that the ending of fee-free education created significant diplomatic issues with a number of Australia’s regional neighbours. It also created issues for individual students and families. The solution to these problems was, in large part, a scholarship scheme called the Equity and Merit Scholarship Scheme (EMSS). The EMSS was designed, in part, to address the issues created by the end of the fee-free program. However, the design of the scholarship scheme also created its own diplomatic issues with a different cohort of nation states.

There is limited scholarly research into the history of international education policy in Australia. This research draws on the work of some scholars of international scholarships, as well as historians of universities and education more broadly. This research adds to a growing body of work in the field of Australian international education history.

This study aims to provide a causal framework for teacher burnout (BO) and work engagement (WE) by examining the factors that contribute to it and evaluating how progressive education (PE) affects teachers' performance in Higher education institutions (HEIs).

This study uses a multi-stage sampling technique with the help of computer random generation data from a selected list of teachers. The survey has two sections; the first consisted of a questionnaire of PE, BO, WE and organizational outcomes and the second contained four items to measure the demographic variables. The researcher contacted 745 teachers and asked them to fill up the questionnaire but the authors received only 498 useable responses.

The results of the study confirmed that moderating role PE reduces the BO of the teachers of HEIs and increases WE. The job demand-resource (JD-R) model was also validated in the Indian context and the model was found suitable for the Indian sample.

The study has been conducted to manage BO and teachers' engagement in HEIs and the result suggests that the Management of HEIs should value PE characteristics as a crucial component of the educational process. PE encourages academic engagement among professors and students in HEIs.

The study tests the moderating role of PE with the JD-R and the JD-R model in the higher education system in India, which is rarely tested. The study's integrated approach to BO and WE, which provide insight into both viewpoints and aids in employees' poor health.

This paper aims to explore the diffusion of Intellectual Property (IP) knowledge in universities in Zimbabwe. Specifically, the study examines the tools, policies, programmes and unique strategies used by the universities.

The paper reports the findings of a survey that was conducted on a population of lecturers (1,546), research officers (RO) (11), IP officer (1), faculty librarians (FLs) (27) and final year undergraduate students (9,224) at universities in Zimbabwe. Questionnaires were administered to the lecturers and students while interviews were administered to the IP officer, ROs and FLs. Data analysis comprised the use of Google forms and Microsoft Excel software.

The findings reveal diffusing IP knowledge in Zimbabwean universities involves mainly the use of policies and regulations, library web pages, workshops, although not specifically on IP, presentations on IP in the university, advice and guidance services and IP lectures/teaching.

This study presents the IP situation in Zimbabwe and its findings may be applied to Africa and other developing countries.

This study endorses IP as a national issue and suggests a benchmark for diffusing knowledge on IP in Zimbabwean universities.

This study acknowledges the multi-disciplinary nature of IP and should lead to all university students graduating with adequate knowledge on IP.

The purpose of this study was to investigate the impact of using a jigsaw learning strategy integrated with computer simulation (JLSICS) on the academic achievement and attitudes of students, along with exploring the relationships between them in the process of learning about acids and bases.

The research design used in the study was quasi-experimental, using non-equivalent comparison groups for both pre- and post-tests. A quantitative approach was used to address the research problem, with three groups involved: two experimental and one comparative group. The treatment group, which received the JLSICS intervention, consisted of two intact classes, while the comparison group included one intact class. Data collection involved achievement tests and attitude scale tests on acid and base. Various statistical analyses such as one-way analysis of variance, one-way multivariate analysis of variance, Pearson product-moment correlation, mean and standard deviation were used for data analysis.

The study’s results revealed that the incorporation of the JLSICS had a beneficial influence on the academic achievement and attitudes of grade 10 chemistry students towards acid and base topics. The JLSICS approach proved to be more successful than both conventional methods and the standalone use of the jigsaw learning strategy (JLS) in terms of both achievement and attitudes. The research demonstrated a correlation between positive attitudes towards chemistry among high school students and enhanced achievement in the subject.

The study only focused on one specific aspect of chemistry (acid and base chemistry), which restricts the applicability of the findings to other chemistry topics or subjects. In addition, the study used a quasi-experimental design with a pretest-posttest comparison group, which may introduce variables that could confound the results and restrict causal inferences.

This study addresses the gap in instructional interventions and provides theoretical and practical insights. It emphasizes the importance of incorporating contemporary instructional methods for policymakers, benefiting the government, society and students. By enhancing student achievement, attitudes and critical thinking skills, this approach empowers students to take charge of their learning, fostering deep understanding and analysis. Furthermore, JLSICS aids in grasping abstract chemistry concepts and has the potential to reduce costs associated with purchasing chemicals for schools. This research opens doors for similar studies in different educational settings, offering valuable insights for educators and policymakers.

The originality and value of this study are in its exploration of integrating the jigsaw learning strategy with computer simulations as an instructional approach in chemistry education. This research contributes to the existing literature by showing the effectiveness of JLSICS in improving students’ achievements and attitudes towards acid and base topics. It also emphasizes the importance of fostering positive attitudes towards chemistry to enhance students’ overall achievement in the subject.

This study aims to explore and present discussions regarding the interconnectedness of procurement fraud, supply chain education, professional maturity and ethics, and their relevance to adopting a transcendence concept as well as proposing research directions thereof.

This study adopts a conceptual, intending to synthesize insights and propose a new conceptual framework that incorporates the transcendence framework and the process matrix. This generic framework provides a holistic view of the procurement and supply chain landscape at multiple levels – individual, team, organizational and industry.

This paper delves into the complex landscape of corruption within procurement, involving a diverse array of participants, including procurement professionals. The effectiveness of current corruption theories may be limited in this context. Despite the introduction of ethical training and anti-corruption initiatives, corruption remains widespread. The delivery of content and the design of the curriculum in supply chain education necessitate a reorientation to include not only moral education but also practical or hands-on delivery methods. In Kenya, sectors such as health and education exhibit a lack of recognition and professional maturity. When all the research constructs are examined separately, they do not provide a holistic understanding, thus underscoring the need for a comprehensive approach across the supply chain spectrum. This topic is ripe for further academic investigation with empirical evidence.

This paper provides key insights for researchers and practitioners in the field of procurement and supply chain education, particularly in Kenya. However, it acknowledges the lack of empirical studies and the limitations of current research, including procurement fraud, the context-specific nature of the findings and the dynamic nature of corruption and procurement practices concerning the constructs. This paper calls for further research to address these gaps, validate its propositions and contribute to a more comprehensive understanding of public procurement and corruption in Kenya. It also emphasizes the need for continuous research due to the evolving nature of corruption and procurement practices.

This study has practical relevance for researchers, professionals and the procurement and supply chain ecosystem. It offers insights that can inform future research, professional advocacy and policy development regarding the shape of supply chain academia in Kenya. In addition, it contributes to the advancement of procurement and supply chain professionalism in the country.

This study underscores the necessity for breaking the cycle of procurement fraud, enhancing procurement and supply chain education in Kenya, and fostering active engagement of professional associations in promoting maturity and specialization within the field.

This study holds distinctive value by uncovering previously unexplored dynamics among supply chain constructs within the context of a lower-middle-income economy, i.e. Kenya. Deconstructing and synergizing these concepts calls for a more robust theoretical and empirical comprehension of these constructs within Kenya's unique background.

Over the past decade, architecture, construction and engineering (ACE) industries have been evolving from traditional practices into more current, interdisciplinary and technology integrated methods. Intricate digital tools and mobile computing such as computational design, simulation and immersive technologies, have been extensively used for different purposes in this field. Immersive technologies such as augmented reality (AR) and virtual reality (VR) have proven to be very advantageous while the research is in its infancy in the field. Therefore, this study aims to develop an immersive pedagogical framework that can create a more engaging teaching and learning environment and enhance students' skill in the ACE field.

This study developed a BIM-enabled VR-based pedagogical framework for the design studio teaching in architectural courses, using a qualitative approach. A case study method was then used to test and validate this developed framework. Architectural Master Design Studio B, at Queensland University of Technology (QUT) was selected as the case study, with South Bank Corporation (SBC) as the industry partner and stakeholder of this project.

The practicality and efficiency of this framework was confirmed through increased students' and stakeholders' engagement. Some of the additional outcomes of this digitally enhanced pedagogical framework are as follows: enhanced students' engagement, active participation, collective knowledge construction and increased creativity and motivation.

The results have proven that the developed technology-enhanced and digitally enabled teaching pedagogy and framework can be successfully implemented into architectural design studios. This can bridge the existing gap between the technological advancements in ACE industry and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set as the future generation of architects and built environment workers. A major limitation of this framework is accessibility to the required hardware such as HMD, controllers, high-capacity computers and so on. Although the required software is widely accessible, particularly through universities licencing, the required hardware is yet to be readily and widely available and accessible.

The result of this study can be implemented in the architectural design studios and other ACE related classrooms in higher educations. This can bridge the existing gap between the technological advancements in ACE industry, and higher education teaching and learning methods and outcomes. It is also expected that such innovative pedagogies will future-proof students' skill set.

Such technology-enhanced teaching methods have proven to enhance students' engagement, active participation, collective knowledge construction and increased creativity and motivation.

Despite the advancement of digital technologies in ACE industry, the application of such technologies and tools in higher education context are not yet completely explored and still scarce. Besides, there is still a significant gap in the body of knowledge about developing teaching methods and established pedagogies that embrace the usage of such technologies in the design and architecture curricula.