When children transition from home to school settings and are ready to engage in school tasks, they are more likely to succeed, not only in school but also in their work and social life later on. Studies have, however, indicated that many children in lowand middle-income countries (LMICs), particularly in African contexts, enter school without the requisite school-readiness skills. Not much attention has been given to sibling caregiving within family systems as a potential resource for supporting school readiness among younger siblings. In many LMICs, it is common for older children in families to care for younger siblings, where they act, for instance, as teachers, caregivers, and playmates among other roles. In these roles, they support younger siblings with various tasks. This qualitative observational study aimed to explore strategies older siblings use to support younger children in acquiring school-readiness skills, which are very important for successful engagement in school settings. This study used a naturalistic design, which allowed investigators to observe participating children as they interacted with each other in their typical environments at school and at home. Sixteen sibling dyads were recruited from rural African communities (10 from Kenya and 6 from Ethiopia). Data were collected through observation and video recording. The study data were analyzed thematically in an iterative process to develop codes and themes, with related illustrations. The study found that older siblings are effective “teachers” for their younger brothers and sisters, as well as for siblings in the locality. The older siblings spontaneously used strategies such as play, scaffolding, helping, modeling, and direct instruction and supervision to teach the younger siblings important school-readiness skills, including managing frustration by offering scaffolding for joint activities and turn-taking through collaborative play. These findings provide an initial, community-embedded perspective that may help inform interventions to support children in navigating the often challenging transition from home to school in rural Africa and similar contexts.
Teacher–student relationships (TSRs) are acknowledged as the bedrock of early childhood education’s capacity for learning and development; however, the role of TSRs in shaping student engagement in UAE kindergartens remains relatively unexplored. This qualitative research explores kindergarten teachers’ understandings of TSRs, the relational practices they use, and perceptions of student engagement and its relation to relationship quality in the culturally and linguistically diverse private school environments of the UAE. A total of 25 kindergarten teachers participated in semi-structured interviews, and thematic analyses were conducted using an inductivedeductive methodology. The analysis revealed two clusters of analytical domains: teacher relational practices (e.g., trust-building, emotional support, personalized support, adaptability, and positive reinforcement), and student engagement (e.g., participation, confidence, motivation, and willingness to take risks). Code cooccurrence patterns revealed that supportive relational practices were consistently linked to perceived engagement, especially with respect to anxiety reduction and increased participation. Teachers described engagement as a key factor in students’ feelings of emotional security and belonging. Therefore, the results place TSRs not only in relation to academic outcomes but also to the pedagogical and ethical aspects of kindergarten education in multicultural settings. The implications are considered for classroom practice, school leadership, and early childhood policy in the UAE.
This is an Editorial and does not have an abstract. Please download the PDF or view the article in HTML.
Studies show that children of fathers who are actively involved in their care are more confident, emotionally secure, and have better learning outcomes. In Kenya, parenting is undergoing a paradigm shift, with fathers taking on more childcare roles than in the past. Few studies, however, have examined whether father–mother–child interactions in rural African families have changed significantly with this paradigm shift. In this study, we assessed the extent of fathers’ involvement in childcare through the lens of maternal gatekeeping behaviors. We employed a sequential mixed-methods research design in which 39 mothers completed a questionnaire on fathers’ involvement in childcare and mothers’ gatekeeping behaviors. In addition, we engaged eight fathers in a focus group discussion (FGD) in order to elicit their views on their involvement in childcare. We found that fathers were more involved in providing for their children, preschool work, and child discipline. They were least involved in routine duties such as bathing their children. They, however, took their children to church, a role not included in the tool for assessing fathers’ involvement in childcare. All mothers enjoyed caring for their homes and perceived that men did not participate in home care. Fathers indicated that active childcare is primarily the mother’s responsibility, but expressed a willingness to be involved to bond with their children. We found that gendered roles and alcohol addiction by fathers were some of the risk factors for maternal gatekeeping behaviors. Our findings underscore the need for a parenting intervention for both fathers and mothers to enhance their roles in childcare.
This article investigates the barriers and enablers to quality early childhood education and care (ECEC) in Lebanon’s complex and multilingual context. In this qualitative study, 56 stakeholders—ministry representatives, NGOs, educators, parents, and healthcare professionals—were interviewed. The study reveals a fragmented governance structure and inequitable funding that impact the quality and equitable access to ECEC provision. Despite the value placed on ECEC and OL, systemic weaknesses, including inadequate staff compensation and donor-driven priorities, constrain progress. Findings also highlight grassroots resilience, with committed educators and NGOs adapting to meet local needs. Using Kagan’s system-level framework and Torii et al.’s (2017) quality domains as a multilevel systems lens, this study offers practical policy recommendations to support coordinated, equitable ECEC in Lebanon.
The current study explores the perceived benefits and outcomes of communitydriven Early Childhood Development (ECD) initiatives for children, families, and communities in rural Malawi, Tanzania, and Zambia. This study is nested within a larger study on community-led ECD initiatives across these three countries. Using a descriptive qualitative design, the study addressed the question: What benefits of ECD programs are perceived by children, families, and communities within a holistic child development framework? In this study, we present findings on the benefits of ECD programs from the perspective of community-based organizations, local government stakeholders, and parents of children below the age of five in the three countries. Findings revealed that ECD programs broadly benefit children, parents, and communities. Specifically, we found that ECD programs support children’s cognitive, physical, language, and socioemotional development, improving school readiness and academic outcomes. They ease caregiving burdens, improve family well-being, and incorporate health and nutrition support. By facilitating parental employment, especially for women, and strengthening community capacity, ECD programs also foster economic inclusion and community socioeconomic development. In conclusion, this study shows “everyone wins” when we invest in the ECD programs because the benefits extend beyond children, offering substantial social and economic returns on investment.
The United Arab Emirates (UAE) has invested substantively in both artificial intelligence and cultural development, recognizing these as mutually reinforcing pillars of national progress. However, the social policy dimensions of this dual investment remain underexamined. This commentary argues that cultural and creative investment functions not only as an economic strategy but as a social policy instrument with measurable implications for education, inclusion, and well-being. Drawing on the UAE’s existing policy frameworks and comparative evidence from Finland, South Korea, and the United States, it proposes that embedding the arts more systematically into education and social infrastructure would strengthen the UAE’s development goals, particularly in fostering twenty-first-century skills, social cohesion, and equitable access to cultural participation. The central argument is that creativity, when embedded in policy design, constitutes a form of national capital with direct social returns.
Global Citizenship Education (GCED) is increasingly recognized as essential in Early Childhood Development (ECD), fostering empathy, respect for diversity, and awareness of global interdependence. Yet, South Africa’s policy frameworks lack explicit provision for GCED, rendering its inclusion informal and inconsistent. Guided by the pedagogy of compassion, this study explored ECD educators’ perceptions and practices in the Western Cape. Using a qualitative design, semi-structured interviews with 10 educators examined how GCED is understood, enacted, and integrated into early learning. Thematic analysis identified three key findings: educators actively navigate classroom diversity, interpret GCED primarily through empathy and social responsibility, and stress the need for structured curriculum integration. Storytelling and group discussions foster inclusion, but addressing sensitive issues of race and religion remains challenging without formal support. The study recommends explicit policy inclusion of GCED, targeted professional development, and provision of GCED-specific resources. Embedding GCED in South Africa’s ECD framework is critical to cultivating globally minded citizens who are prepared to engage responsibly in an interconnected world.
This paper challenges the WEIRD (Western, Educated, Industrialized, Rich, and Democratic) monoculture in developmental science by investigating language socialization in a vastly understudied context: young Emirati children in the United Arab Emirates. Employing a linguistic ethnographic approach with 20 families, the study reveals a collective, multigenerational model of caregiving that starkly contrasts with nuclear-family-centric norms. Findings demonstrate that extended kin, including grandparents and older siblings, are central agents of socialization. Children are apprenticed into their linguistic and cultural heritage through culturally significant spaces like the majlis or other gatherings, and navigate a complex ecology of Modern Standard Arabic, local Emirati dialects, tribal dialects, and English. The study argues that this ”multi-voiced” process effectively prepares children for local and global participation. It concludes that developmental science must abandon WEIRD-based assumptions as a universal standard and calls for policies and practices that are grounded in the Emirati child’s lived reality, validating extended family structures and multilingualism as strengths.
This study investigates the key factors shaping Emirati women’s academic decisionmaking and professional preparation in the United Arab Emirates (UAE). Adopting a phenomenological design, the research captures participants’ lived experiences through a combination of online surveys and semi-structured interviews, enabling both breadth and depth of qualitative insight. Guided by Bourdieu’s (1986) theory of social and cultural capital, the study interprets how women mobilize familial, peer, and institutional support as forms of capital that influence their educational and career pathways. The thematic analysis revealed that parental encouragement, peer networks, and mentorship relationships constitute pivotal resources through which women negotiate gendered expectations and educational aspirations. By integrating phenomenological inquiry with Bourdieusian theory, this research demonstrates how individual experiences of learning are embedded in wider social structures and community networks. The findings contribute to ongoing debates on gender and higher education in the Gulf, offering actionable implications for educators, policymakers, and community stakeholders seeking to enhance women’s participation and leadership in knowledge-based sectors.
Since 2018, leading universities, such as MIT, Harvard, and Berkeley, have used blockchain technology for specific services like credential verification and transcript management. Several universities in the United Arab Emirates have also explored this technology to certify academic degrees. Blockchain’s promise lies in improving educational service delivery and promoting accountability via openness and transparency, all features of good governance. However, a broader question remains as to whether its potential extends beyond operational tasks into strategic domains such as governmental oversight, funding, licensure, auditing, and review. This policy commentary examines the adaptability of blockchain to both operational and strategic governance in higher education, offering a guiding framework alongside comprehensive policy recommendations to support its effective adoption.
This study explores the effectiveness of the United Arab Emirates’ family support policies—specifically the Marriage Fund and federal housing programs—in promoting stable Emirati families and reducing long-term financial and social pressures surrounding family formation. Using a qualitative research design, semi-structured interviews were conducted with 15 participants from various emirates, including policy beneficiaries, non-beneficiaries, unmarried youth, and a policymaker. To strengthen the analysis, quantitative data visualization was used to examine trends in grant distribution, income brackets, and educational backgrounds of beneficiaries, offering a broader contextual backdrop to support and contrast the interview findings. The research reveals that while financial assistance is appreciated, it is not sufficient on its own to ensure lasting family stability. Housing emerged as a more central and long-term determinant of family security. The study also identifies evolving expectations among youth and emphasizes the need for culturally tailored social support and communication strategies. This paper concludes with a comprehensive set of policy recommendations aimed at enhancing the reach, relevance, and long-term impact of Emirati family policies. By grounding its findings in local realities, this study contributes to a deeper understanding of family support in the UAE and offers insights applicable to broader contexts in the Gulf and Arab region.
Fatherhood engagement remains vital for early childhood development, particularly among young children of determination (YCOD). However, research and policy often marginalize fathers, framing their roles through mother-centric lenses or as limited to financial provisions. This is particularly pronounced in the Arab region, where paternal voices remain unheard. To address these gaps, this study examines the behavioral and systemic barriers to fatherhood engagement in Abu Dhabi. By integrating the Capability, Opportunity, Motivation–Behavior (COM-B) model with Bronfenbrenner’s ecological systems theory, two focus groups were conducted with nine Emirati and expatriate fathers of YCOD, using theory-informed questions and a thematic analysis of the collected transcripts. The findings challenge the common assumptions of paternal disengagement or confinement to the microsphere or provider role. Participating fathers expressed strong reflective motivation, with perceived systemic challenges, particularly in education and healthcare. Perceived factors related to cost management, insurance, and access to support also highlighted room for capacity and opportunity building. By situating fatherhood within the proposed dual framework, this study provides a context-specific analysis that generates actionable and culturally responsive policy recommendations to strengthen existing support systems in Abu Dhabi and comparable settings.
This study examines the influence of school socioeconomic composition on student reading performance in the United Arab Emirates (UAE), using data from the 2018 Program for International Student Assessment (PISA). The UAE’s education system is characterized by a large proportion of private schools and pronounced socioeconomic stratification. This study uses hierarchical linear modeling to explore the impact of SES clustering on reading comprehension and investigate disparities between schools, accounting for both family and school-related factors. Results highlight a significant association between SES clustering and performance, with a stronger relationship observed with student and family characteristics than school processes. The findings shed light on a substantial disparity between public and private schools. Limitations include the dataset’s time-bound nature and the absence of post-pandemic contextualization.
The goal of this paper is to examine how Culturally Responsive Education (CRE) can be used as a framework for promoting equity and inclusion in the United Arab Emirates (UAE). Given its position as a global hub attracting expatriates from around the world, it is important to address the needs of diverse students in schools across the country. By systematically examining local and global research on CRE, the paper focuses on four major themes: teacher education, leadership preparation, multilingualism, and educational resources. The paper then discusses some gaps in how CRE is implemented in the UAE with the goal of informing policy in the areas of professional training and curriculum design. The paper concludes with several recommendations for implementing the principles of CRE in the country, taking into account the UAE’s Vision 2031 and Centennial 2071. These recommendations include the introduction of a national framework that integrates CRE principles into teacher education, multilingual education, and leadership training. The study advocates the use of CRE in UAE schools as an approach that can foster cultural and national identity while also preparing globally competent citizens.
The study aimed to evaluate the educational leadership of the individual performance measurement system (Ejada) at the Ministry of Education in the Sultanate of Oman. The study used the descriptive approach, and six interview questions were prepared, distributed over two axes: the strengths of the Ejada system and its development points. After ensuring their suitability for the subject, they were applied to the study sample, which consisted of general managers, department managers, department heads, and government school principals, totaling 40 participants. Among the most prominent results reached by the study, the presence of a number of strengths represented in: development and improvement, work organization, and positive competition, along with the emergence of a number of aspects that need development, the most prominent of which were in justice and transparency, routine work, and the percentage distribution curve. Considering the results of the study, several recommendations were made, the most important of which were establishing an independent center for the performance measurement system with the adoption of global foundations and standards for measuring performance, with the presence of experts and specialists.
This is an Editorial and does not have an abstract. Please download the PDF or view the article in HTML.
With the rising age at first marriage and declining fertility rates among Emirati citizens, the UAE government has introduced several initiatives to encourage earlier marriage and family formation. This study investigates the factors contributing to delayed marriage among Emirati youth in Dubai, as well as their perceptions of existing family support policies. Drawing on 17 semi-structured interviews with both youth and older-generation participants, the study finds that financial barriers—particularly the high costs of marriage and securing independent housing—are the most significant contributors to marriage delay among men. Shifting cultural values, including the deprioritization of marriage, the rising importance of educational attainment, and evolving fertility intentions toward smaller, later-starting families, also strongly influenced marriage timing and family planning. For women, additional factors such as societal pressure to meet idealized marriage standards, educational attainment, and the desire for financial stability before starting a family also play a crucial role in delaying marriage. While government initiatives such as the Marriage Fund and the Dubai Weddings Program were viewed positively in principle, participants reported that these programs often fell short in practice due to limited financial sufficiency, weak cultural acceptance, and a lack of clear communication and awareness. These findings suggest that future policy efforts must simultaneously address both financial barriers and broader cultural expectations surrounding marriage to more effectively promote stable Emirati family formation.
This is an Editorial and does not have an abstract. Please download the PDF or view the article in HTML.
When students learning English as an additional language face cognitive challenges, curriculum adjustments to reduce cognitive load can often improve their engagement and understanding. This action research study explores the impact of adjusting the Common European Framework of Reference for Languages (CEFR) level on student engagement within a United Arab Emirates (UAE) public school setting. It examines how refining the English curriculum content from B1 to A1 CEFR level affects the overall classroom environment and student engagement among Grade 9 General Stream students at the Emirates School Establishment in the UAE. Observational data, teacher journaling, formative assessments, and Exit Tickets were used to gauge student motivation and engagement. Results indicated that reducing the CEFR level increased student engagement, lowered classroom noise, and enhanced perceived lesson enjoyment. This suggests that aligning the curriculum level with students’ language proficiency fosters a conducive learning environment, supporting cognitive load theory principles. Furthermore, students’ collectivist learning preferences were found to influence engagement patterns. These findings highlight the value of setting achievable language standards that support students’ learning journey, fostering an environment where they are equipped to build confidence, engage actively, and progress steadily without unnecessary cognitive strain.
