Purpose: The primary objective of this study is to investigate the impact of entrepreneurial ecology on entrepreneurial behaviour and capabilities. Design/Methodology and Approach: Data was collected from Chinese students studying in various universities and colleges in China. The data was collected using a combination of research methods. A survey questionnaire was employed to collect quantitative data, while interviews were conducted to gather qualitative data. The data was analysed using SPSS. Findings: The study's findings indicate that entrepreneurial culture and its dimensions have a significant impact on entrepreneurial behaviours and capabilities. The present research confirms the proposed mediating role. Implications: This study contributes to the existing body of knowledge by empirically examining the mediating role of entrepreneurial ability in the relationship between culture and behaviour. This research contributes to the limited studies conducted in the context of academia on entrepreneurship and culture. Originality: This study aims to investigate the preferences for entrepreneurial behaviour and capabilities among Chinese students. The participants have expressed their preferences regarding spiritualism, institutional support, and leadership ability, which necessitates a study to examine the impact of these factors on their entrepreneurial behaviour. (c) 2024 Ani Publishing Ltd. All Rights Reserved.
Objectives: This study aligns with Saudi Vision 2030 by identifying prerequisites for innovation in administration, finance, academia, and procedures. Methods: Utilizing the Delphi technique, 46 experts reached consensus on innovation strategy principles, emphasizing research funding, expert guidance, monitoring, incentives, and fostering a creative culture. Central goals include enhancing 21st-century skills, interdisciplinary collaboration, and aligning with labour market demands. Results: Advocated reforms involve policy realignment, procedural streamlining, and infrastructural enhancements to address regulatory hurdles, resource constraints, and cultural barriers. Advocacy for policy reform, training, partnerships, and resource optimization aims to empower educators and policymakers. Recommendations: Recommendations include training programs, curriculum integration, seminars, partnerships, and efficient resource allocation to promote innovation and contribute to Vision 2030 goals. (c) 2024 Ani Publishing Ltd. All Rights Reserved.
Objective: This study explores the improvement of employability among undergraduate students in private colleges in Guangxi. It presents a comprehensive model that combines practical and innovative skills, professional knowledge, social adaptability, workplace self-confidence, and lifelong learning. Methods: The study utilized mixed-methods research to analyze the data collected from questionnaires and interviews. Exploratory and confirmatory factor analysis were employed to validate the employability enhancement model. Results: The research uncovers the crucial importance of practical and innovative abilities and emphasizes notable disparities in professional knowledge and skills based on gender. The model showcased its strength across a range of fit indices, indicating its potential to inform educational practices and policies that aim to enhance graduate employability. Implication: This research adds to the discussion on improving employability, providing practical insights for educators, policymakers, and students in Guangxi and similar settings. Conclusion: The study highlights the importance of taking a comprehensive approach to improving employability, focusing on the incorporation of various skills and competencies to adequately prepare students for the changing job market. (c) 2024 Ani Publishing Ltd. All Rights Reserved.
Purpose: Learning and practicing teaching is a challenging endeavor and conducting it virtually has made it far more challenging for preservice teachers across disciplines. It is anticipated that online education will play a significant role in Saudi Arabia's future educational system. To support pre-service teachers' learning and the success of their teaching careers, the function of online teaching practicum in online teaching is essential. Therefore, it is crucial for the practicum program stakeholders and educators to comprehend this once-in-a-lifetime event in order to preserve the future of online practicum in Saudi higher education. The current study used phenomenography research to elaborate on the variation of such experiences from stakeholders' viewpoints and to uncover the impact of such sudden transformation. Methodology: 17 preservice teachers volunteered to take part in this study, representing three universities in Saudi Arabia. Semi-structured interviews were conducted using an interview checklist and the data gleaned from participants' responses. Findings: Two primary categories of e-practicum were identified: teacher knowledge and teaching skills. These findings are consistent with previous research regarding the opportunities and challenges associated with e-practicum across various contexts. Implications: Several significant ramifications for teachers' educators are highlighted in this study for improving e-practicum programs in Saudi higher education. (c) 2024 Ani Publishing Ltd. All rights reserved.
In educational institutions, prophetic leadership is claimed to make a significant impact on the improvement of academic quality and bring educational excellence. This study focuses on the prophetic leadership style practiced by leaders in private universities in Indonesia and examines the model of strengthening prophetic leadership and its implementation to develop superior education. A qualitative research design with a phenomenological approach was applied on a sample of ten informants, comprising university leaders and lecturers from two developing private universities. The data was collected through in-depth interview techniques, and interview transcripts were analyzed using interactive techniques of data reduction, presentation, and interpretation. The findings reveal that prophetic leadership contributes to the liberation of human resources from the shackles of status quo thinking. It helps to prioritize the achievement of goals and builds motivation to establish a superior educational unit. The findings imply that prophetic leadership style consistently reflects liberation, humanism, and transcendence behavior. The limitations encountered in the study would lead to more comprehensive research in future. (c) 2024 Ani Publishing Ltd. All Rights Reserved.
Purpose: This study investigates the impact of various variables on Saudi Arabian university students' perceptions and attitudes towards AI-powered Tutoring Systems (AI-PTS). This study examines the mediating role of satisfaction in the relationship between perceived usefulness, facilitating conditions, content and navigational ease of use, instrumental value of AI-PTS adoption, and the cost and expectation to use AI-PTS. Moreover, this study looks into the moderating effect of student engagement on the relationship between satisfaction and expectancy in AI-PTS. Methodology: A survey questionnaire was used to collect data from 284 students from multiple universities in Saudi Arabia, employing the convenience sampling method. The study employed structural equation modelling (SEM) with PLS to analyse the data and assess the research hypotheses. Findings: The results indicate that satisfaction in AIPTS partially mediates the relationship between perceived usefulness, facilitating conditions, content and navigation (ease of use), task value in AI-PTS attainment, and cost with expectancy in AI-PTS. The study's findings highlight the impact of student satisfaction on their expectations and beliefs regarding the system. Additionally, this study highlights the significant role of interpersonal engagement in reducing the relationship between satisfaction and expectancy in AI-PTS. The findings have significant implications for AI-PTS developers and users in the educational field, highlighting the importance of prioritising satisfaction and engagement. Implications: This prioritisation is crucial for enhancing students' ability to effectively utilise the technology. This study contributes to the progress of AI-PTS and Saudi Arabian higher education fields by investigating the factors that influence students' expectations and perceptions of AI-PTS. This study aims to investigate the mediating role of satisfaction and the moderating role of student engagement in understanding the complex process of students' connections with AI-PTS. (c) 2024 Ani Publishing Ltd. All rights reserved.
Objective: The objective of this study was to assess and enhance the TPACK competencies of biology teachers in secondary schools, in line with the goals of Saudi Vision 2030. Method: Using a descriptive analytical approach, a total of 120 teachers based in Riyadh were asked to complete a questionnaire consisting of 52 items. The questionnaire covered 7 dimensions of TPACK and used a 5-point Likert scale. Results: The results showed a moderate level of proficiency overall. The dimensions of technological knowledge (TCK) and content knowledge (TPACK) had the highest mean scores of 3.64 and 3.61, respectively. This suggests an understanding of the connections between technology, content, and pedagogy. Technological Pedagogical Knowledge (TPK) had the lowest score (mean = 2.65), highlighting the importance of improving training on integrating technology tools with pedagogical methods. Conclusion: The study revealed that there was no discernible distinction between the experience and educational qualifications of teachers. The study highlights the importance of TPACK for biology teachers in effectively utilizing the internet and other technology to enhance information sharing with students through online platforms. (c) 2024 Ani Publishing Ltd. All Rights Reserved.
Objective: The primary objective of this study is to evaluate the influence of physical education within higher education on the physical and mental wellbeing of graduate students. Method: A survey was conducted involving 200 graduate students from China. Furthermore, the study aimed to explore diverse cultural experiences and foster meaningful social connections. Some students engaged in physical activities to enhance their physical appearance or academic performance. Results: The research utilized the SCL-90 inventory to compare the mental health profiles of graduate students, revealing that 70% were inclined towards sports and exercise, while 30% showed no interest. This variance could be attributed to inadequate sports management structures, lack of requirement for physical activity among graduate students, and resource limitations. Graduate program enrolees exhibited higher levels of both psychological and physical ailments. Despite relatively minor differences, factors such as obsession, sadness, and anxiety showed statistically significant variations. This study underscores the positive impact of regular physical exercise on mental health, particularly in mitigating symptoms of sadness and anxiety. Conclusion: The findings emphasize the importance of promoting physical activity among graduate students to enhance their overall well-being and mental health. Higher education institutions can contribute to reducing student stress and fostering a healthier, happier student body by addressing barriers to participation and developing structured physical education programs. (c) 2024 Ani Publishing Ltd. All Rights Reserved.
Purpose: The performance of educators has always been crucial for the success of educational institutions, and technology training has played a significant role in enhancing their performance. This aspect requires a strong focus from researchers. The present study investigates how training in assistive technology affects educators' knowledge and self-efficacy, as well as their performance in Saudi Arabia's special educational institutions. The study also examines the role of educators' knowledge and self-efficacy in relation to assistive technology training and educators' performance. Methodology: The study used questionnaires to collect primary data from students at special educational institutions. The study also utilised the smart-PLS to assess the reliability of the data and the relationships between variables. Findings: The results revealed that the training on assistive technology has a positive correlation with educators' knowledge and self-confidence, which in turn positively impacts their performance. The results also revealed that educators' knowledge and self-efficacy play a significant role in mediating the relationship between assistive technology training and the performance of educators in Saudi Arabia's special educational institutions. This study offers valuable insights for regulators looking to improve educators' performance through effective assistive technology training. (c) 2024 Ani Publishing Ltd. All Rights Reserved.
Aim: The purpose of this research is to investigate the impact of drama-based pedagogy on the Englishspeaking proficiency of rural Chinese sixth graders. Aiming to improve educational outcomes in rural areas, this study seeks to reveal the effectiveness of drama pedagogy as a distinctive teaching strategy designed to enhance English-speaking learning results and overall language skills. Method: Employing a quasi-experimental design, the intervention consisted of a structured drama programme tailored to meet the linguistic needs of the participants. Pre- and post-intervention assessments conducted to measure changes in English-speaking proficiency. Results: The findings indicated that participants who experienced drama-based pedagogy demonstrated a better grasp of English-speaking proficiency, encompassing areas such as grammar, vocabulary, pronunciation, fluency, and comprehension. Notably, improvements in vocabulary and pronunciation particularly pronounced when compared to peers who did not receive this type of instruction. Conclusion: These results underscore the potential of drama-based pedagogy to address language acquisition challenges in rural contexts and highlight its role in fostering dynamic and engaging learning environments. This study offers valuable insights into innovative teaching methods aimed at improving English-speaking proficiency in resource- constrained settings, ultimately advocating for the integration of drama-based pedagogy into rural education programmes.
Aim: The research aims to investigate the impact of the proposed exercises on reaction speed and learning skills related to the artistic gymnastics balance beam among female students. It also seeks to determine which group performed better, the control group or the experimental group. Method: Employing an experimental methodology pertinent to the research conditions, the study was conducted on a sample of twelve female students from the Department of Physical Education and Sports Sciences at the College of Basic Education, University of Diyala, during the Education, University Diyala, during academic year 2022-2023. The sample was divided into two groups: control and experimental. Data were collected and analysed using appropriate statistical methods. Results: The findings indicate that the proposed exercises positively influenced the reaction speed of the experimental group, revealing significant differences in favour of this group. Implications: The study offers novel implications, as prior research has not addressed the specific conditions examined. Additionally, the study discusses its limitations and suggests directions for future research.
Aim: The primary objectives of this study were to assess the impact of two distinct educational models online education and traditional education on English performance skills scores, and to investigate whether gender has a significant influence on these outcomes. Method: The study sample comprised students from classes taught by the same instructor before and after the shutdown period. To evaluate the differences between the two educational models, an Independent- sample t-test employed, while gender-related calculations performed using MANOVA. Results: The findings revealed that English performance in online education (Mean = 65.73, p = .022) was superior to that in traditional education (Mean = 58.05). Specifically, scores for listening (Mean = 14.81, p = .050), reading (Mean = 28.61, p < .05), and vocabulary (Mean = 4.95, p = .029) were higher in the online education model compared to traditional education (Mean listening score = 13.63, Mean reading score = 23.27, Mean vocabulary score = 9.72). However, there was no significant difference in writing scores (p = .075) and grammar scores (p = .263) between the two models. Regarding gender, neither gender alone nor the interaction between gender and the education model significantly affected English performance (p = .077). Nonetheless, there were weakly significant differences observed in listening scores (p = .021) and writing scores (p = .033). Conclusion: This study highlights the relative advantages of online education and explores the impact of gender interaction with educational models on English performance. It also finds no significant statistical impact of gender differences on English performance, thereby contributing to the ongoing development of online English education.
Purpose: Lebanese universities encounter pedagogical and didactic challenges in the integration of sustainable practices and technologies due to a predominantly theoretical curriculum that lacks practical application. Consequently, this study seeks to assess the impact of sustainable technologies on students' adoption of sustainable behaviours. Method: This descriptive quantitative study employs a hypothetico-deductive approach. Data were collected through a questionnaire distributed to students at two university campuses in northern Lebanon, resulting in 310 valid responses obtained via convenience sampling. The exploratory factor analysis was conducted using the principal component analysis method, while confirmatory factor analysis was utilized to test the research hypotheses. Findings: The findings indicate that the integration of sustainable energy sources and green technological practices within Lebanese universities significantly enhances students' intentions to adopt sustainable behaviours, with an observed increase of 51%. Universities are actively promoting practices such as composting and recycling, encouraging students to replicate these responsible behaviours in their daily lives. Education for sustainable development focuses on real-world applications and fosters student initiative in engaging with sustainability practices. Implications for Research and Practice: Sustainability technologies and their applications have been enhanced through ongoing theoretical contributions and evolving social practices. Future research should investigate how specific features of sustainability programs affect the variability in students' behaviours.
Aim: The aim of this study is to explore, through a comprehensive analysis of experimental and survey data, how foreign language students utilize YouTube's storytelling features to enhance their reading and writing skills. Specifically, the study investigates the strategic potential of YouTube's storytelling components in improving the reading and writing proficiency of foreign language undergraduates, who were divided into control and experimental groups. Methods: A total of 48 undergraduates participated in the experiment, while 91 undergraduates took part in the survey. Initial findings from the pre-test indicated comparable performance levels on reading and writing tests between the two groups before the integration of YouTube visual storytelling into the curriculum. Following the trial, identical achievement tests were administered to both groups four days later to assess any differences in their utilization of YouTube technology. Subsequently, the average post-test scores of the groups were compared using a t-test for independent samples. Results: The results of the post-test revealed significant differences in total test scores, with the experimental group exhibiting notably higher performance levels compared to the control group at a significance level of 0.05. Conclusion: This underscores the positive impact of teaching reading and writing through YouTube on foreign language students' academic performance. Furthermore, the survey findings indicated that participants strongly believed that these tools contributed to enhancing their proficiency in reading and writing in a foreign language. (c) 2024 Ani Publishing Ltd. All Rights Reserved.
Aim: The epidemic has significantly affected educational systems worldwide, necessitating the rapid adoption of new teaching strategies and online learning environments by educational institutions and their staff. Schools in Shanghai, similar to those across the globe, have faced considerable challenges and transformations due to the pandemic. The postCOVID-19 history of schools in Shanghai includes a period of adjustment to a new educational norm and transition. Method: This quantitative study examines the relationships between instructional leadership practices namely, professional development, leadership support, and school workload and teachers' self-efficacy, collaboration, and performance within schools across Shanghai, China. Results: Drawing on the concepts of social cognitive theory, the study explores how instructional leadership practices influence teachers' collaboration and performance. Convenience sampling employed in the research design to select teachers from Shanghai schools for the cross-sectional study. Data analysis, particularly regarding the examination of mediating effects, conducted using SPSS process macros. Conclusion: The findings of this study provide practical recommendations for enhancing teacher development and improving student outcomes. Furthermore, they offer insights into the effects of instructional leadership practices, self-efficacy, and collaboration on teacher performance within the unique context of Shanghai's educational landscape. (c) 2024 Ani Publishing Ltd. All Rights Reserved.
Purpose: This study investigates the interplay among curriculum internationalization, service learning, intercultural communication skills, institutional support, and teachers' cross-cultural competence. It specifically assesses how curriculum internationalization and service learning impact teachers' cross-cultural competence, with a focus on the mediating effect of intercultural communication skills and the moderating influence of institutional support. A qualitative methodology was utilized, involving 24 semi-structured interviews with secondary school teachers in China. Thematic analysis was performed in three phases to uncover patterns and themes pertinent to the research objectives. Data collection continued until saturation was achieved, ensuring comprehensive and insightful findings. Findings: The findings indicate substantial relationships among curriculum internationalization, service learning, intercultural communication skills, institutional support, and teachers' cross-cultural competence. Both curriculum internationalization and service learning were found to have a positive effect on teachers' cross-cultural competence, with intercultural communication skills serving as a mediating factor in these relationships. Furthermore, institutional support was recognized as a critical moderating variable that enhances the development and application of intercultural communication skills among teachers. Implications/Originality: This study enriches the literature by elucidating the intricate dynamics between educational practices and teachers' cross-cultural competence. The results offer valuable implications for educational practice and policy, guiding the creation of interventions and strategies designed to enhance intercultural competence among both teachers and students. Furthermore, the research underscores the critical role of institutional support in cultivating inclusive learning environments that embrace and respect cultural diversity.
Objective: Electronic Information Sharing (EIS) is crucial for supporting everyday transactions and decision-making in the higher education sector, enabled by advancements in Information and Communication Technology (ICT). This study aims to develop an Electronic Information Sharing (EIS) model to improve data exchange between Yemen's public universities and the Yemen Center of Information Technology of Higher Education (YCIT-HE). It seeks to address the existing limitations in electronic data exchange, which lead to delays in services and decision-making. Methods: The study proposes an EIS model built on three theoretical foundations: Social Exchange Theory (SET), Information Sharing Theory (IST) and Layered Behavior Model (LBM). This model is designed to assist university management in planning and managing the technological, organizational, and environmental aspects of EIS.Results: The findings highlight three key dimensions and ten pivotal factors that can significantly enhance EIS between Yemen's public universities and YCIT-HE. Implications to Research and Practice: Future research can build on this foundation by testing and refining the proposed model in different educational and organizational contexts. By applying this model, public universities in Yemen can strengthen their collaboration with the YCIT-HE, ultimately improving service delivery and supporting a more efficient higher education ecosystem. The proposed EIS model provides a strategic framework for improving information sharing between public universities in Yemen and YCIT-HE. By addressing critical technological, organizational, and environmental factors, the model can contribute to reducing delays in services and improving decision-making processes.
Background Students with hearing disabilities need more support in a university environment to achieve quality of academic life (QAL), as it is widely recognized that hearing is one of the most important keys to academic success, Although the enrollment of students who are deaf and hard-of-hearing (SDHH) in the Saudi universities has increased due to generous laws and technological development, these students still face academic and social problems, and difficulties in facilities and services at the university. Purpose: This study aimed to identify the level of QAL for SDHH at Northern border university (NBU), Arar, Saudi Arabia. Despite several good studies on students with disabilities, there is a dearth of studies on the state of QAI in NBU. Method: The descriptive approach was adopted, where the QAL scale, consisting of (4) dimensions, was used with (25) SDHH at NBU. Findings: The results showed that the QAL for SDHH at NBU was within an above-average range. These findings and the limitations and implications of the current research are discussed. Implications for research and practice: The study is expected to contribute to empowerment of SDHH and students with disabilities and providing them fundamental rights including the rights of higher education.
Aim: This systematic review investigates the influence of extracurricular music activities on the emotional and social development of primary school students, with particular attention to the growing trend of parents enrolling their children in such activities. Method: This "craze" surrounding extracurricular music lessons warrants a detailed examination of parental motivations, the nature and extent of this trend, and its implications for both music education and social development. The review also considers the psychosocial factors that may shape attitudes towards after-school music instruction. The preliminary literature review was conducted using the following search terms across ProQuest, Scopus, Web of Science, and ProQuest Dissertations & Theses: "music*" combined with "training," "instruction," "education," or "practice," and "child*" or "adolescent* Psychology." Results: The findings suggest that parental values regarding music education may be influenced by factors such as children's autonomy, enjoyment of music, aspirations for a musical career, development of aesthetic appreciation, and personal achievements. Implications: To support children's development and to create effective curricula and teaching methods, it is crucial for parents, psychologists, and policymakers to acknowledge the diverse needs and values across different cultural contexts. Educators and decision-makers must understand the importance of fostering supportive learning environments to maintain students' academic motivation and engagement. Promoting student well-being and academic success requires clear guidance, individualized support, and opportunities for interaction with peers and teachers. This review underscores the need to grasp the intricate factors affecting students' motivation and involvement in both academic and extracurricular activities.
Aim: This study aims to reveal the level of alignment of the content of digital skills textbooks for the middle schools in Saudi Arabia with national standards of digital technology and structure of observed learning outcomes (SOLO) taxonomy. Method: The sample of the study represented the population, which was digital skills textbooks for the middle school in Saudi Arabia. The study adopted a descriptive data content analysis approach, and relied on Porter's model to measure alignment on two dimensions: content areas and cognitive levels, through variables namely, content of digital skills and technology textbooks; national standards of learning digital technology for the middle stage; and SOLO taxonomy. The data of the variables were analyzed through frequencies and percentages, and then Porter's equation was applied to find alignment between them. Results: The results revealed that there was no alignment between the content of the digital technology textbooks for the middle school with the national standards of digital technology learning. This was due to a different focus of content areas in the following branches: programming, computational thinking, artificial intelligence, digital citizenship, and cybersecurity. Conclusion: At the cognitive levels, a weakness was found in expanded thinking skills, associative thinking, and the focus of the content areas on the level of mulsti-structuring thinking, which is considered a beginner level. Policy Implication: In the light of these results, the study recommends reviewing the content of the textbooks in accordance with the recommendations provided, to ensure its alignment with the standard documents and focusing on the levels of expansive and associative thinking of cognitive levels. (c) 2024 Ani Publishing Ltd. All Rights Reserved.
