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This study aimed at identifying the performance of the educational supervisor in the light of applying the knowledge economy in the education directorates of the Zarqa Governorate, Jordan. For this purpose, the researchers constructed a study instrument with 35 items distributed over four areas: (educational planning, educational management, teachers' professional growth, and curriculum building). Its validity and reliability were verified and later distributed to the study population, which consisted of 100 educational supervisors. The researchers utilised the descriptive method for its suitability to the study nature. The study found that the performance of the educational supervisor, in the light of applying the knowledge economy concept in the education directorates of the Zarqa Governorate, was medium. Furthermore, there were no statistically significant differences of the effect of the experience and directorate variables on all the study areas. Finally, the researchers made recommendations and suggestions relevant to the results.

This study aimed at identifying the performance of the educational supervisor in the light of applying the knowledge economy in the education directorates of the Zarqa Governorate, Jordan. For this purpose, the researchers constructed a study instrument with 35 items distributed over four areas: (educational planning, educational management, teachers’ professional growth, and curriculum building). Its validity and reliability were verified and later distributed to the study population, which consisted of 100 educational supervisors. The researchers utilised the descriptive method for its suitability to the study nature. The study found that the performance of the educational supervisor, in the light of applying the knowledge economy concept in the education directorates of the Zarqa Governorate, was medium. Furthermore, there were no statistically significant differences of the effect of the experience and directorate variables on all the study areas. Finally, the researchers made recommendations and suggestions relevant to the results.

The use of e-learning systems has become widespread in higher education institutions in Oman. However, understanding of factors that influence student acceptance and usage of these systems is lacking. This study combined the factors of the Technology Acceptance Model (TAM) and Expectation–Confirmation Theory (ECT) to examine the acceptance and use of e-learning systems by students in Omani HEIs. A survey was conducted with 220 students from Al-Buraimi University College in Oman to collect data on perceived usefulness, perceived ease of use, behavioral intention, and e-learning system use. A model was created by merging eight interactions between TAM, ECT, and seven variables. The results showed that perceived usefulness and ease of use were significant predictors of students' intention to use e-learning systems, and behavioral intention had a direct effect on the actual use of e-learning systems. These findings provide valuable insights for e-learning system designers, developers, and educators in Oman and similar contexts to design and implement e-learning systems that meet student needs and expectations. [ABSTRACT FROM AUTHOR]

The global technological transformation has greatly changed and improved almost every part of our life. Notably, today, social media influences us even for the basic necessities of life, such as education. By keeping the importance of social media in education, this research also focuses on the effects of YouTube culture in improving students' academic performance in Jordan. The researchers used Structural Equation Modeling (SEM)as the study relies on a self-proposed conceptual model. Results revealed that social network usage significantly affects Perceived Usefulness, which further leads to accepting YouTube educational channels. Besides, these YouTube educational channels significantly affect the academic performance of Jordanian students. Finally, demographic variables are found to have a significant indirect effect on the student's academic performance, indicating that YouTube channels as benefiting Jordanian students. Thus, it is concluded that YouTube significantly affects academic performance among Jordanian students. Additionally, the effect of demographical factors is also strong on YouTube usage and academic performance. Here it is concluded that the negativity or positivity of these impacts can be determined by the purpose of usage and the extent to which it is used. Further, the researchers have highlighted and discussed the study's limitations. [ABSTRACT FROM AUTHOR]