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Writing a research paper as a graduation requisite by university students is an important part of university education. It is not a simple task for most university students who face several problems during writing the graduation project. Several kinds of research have been conducted onrecognising the challenges and problems that face students in academic writing, but to the researcher's best knowledge, no study has been conducted on the problems faced in writing a graduate research paper by Jordanian undergraduate students of the English Language and Literature major. Therefore, the present study aimed to investigate the academic writing challenges and difficulties encountered in writing graduation papers by EFL undergraduate students in the Department of English at Alzaytoonah University of Jordan (ZUJ). The data for the study was collected through distributing a questionnaire of three parameters: attitude about writing a research paper, methodology challenges, and background knowledge about research. The questionnaire is based on identifying the causes of the students' challenges in writing their graduation papers. The respondents were 45 undergraduate students of the English Language and Literature. The findings revealed that the most important problems were lack of an academic prerequisite of teaching the techniques of how to write a research paper, lack of knowledge of research paper writing process, lack of resources, lack of the methodology, etc. Thus, for these reasons, the present study attempts to present suggestions and recommendations to overcome such hurdles faced by graduate students in writing their graduation research papers.

Massive Open Online Courses (MOOCs) in the Arab World are still in their infancy. Many Arab countries are now starting to launch their MOOC platforms; however, there are only a few who have actually implemented such systems. This paper will explore online learning, in particular the rise of MOOCs around the world and their impact on the Arab World. The purpose of this paper is to give a true picture of the development of the first MOOC platforms in the Arab World. It will analyse in detail the concept, definitions, background, and types of MOOCs (xMOOCs and cMOOCs), as well as the main MOOCs platform in the Western and Arab worlds, and a timeline of the development of MOOCs. It will then observe the status of MOOCs in the developed world, opportunities in the Middle East, and the influence of Western MOOCs on the Arab world, from many perspectives, e.g. educational, religious, cultural and social.

How has education for refugees been shaped by broader dynamics of educational privatization? This paper argues that the invoking of the 'refugee crisis' narrative has been a crucial force in facilitating the privatization of this sector. The urgency of crisis helps to naturalize private actors' participation in refugees' education as equal partners to host governments, multilateral agencies, and civil society. Consistent with Stephen Ball's (2012) distinction between privatization in and of education, the privatization of refugee education also advances through two dimensions: the creation of a new space -- a new 'market' -- for private actors, and the infusion of market and business principles such as 'innovation' into all aspects of education. The crisis narrative has created a new 'horizon of taken-for-granted' (Hall, 1993), where it is simply natural that private actors must participate in the assumption of the traditional responsibilities of the state in providing education for refugees.

Study aims to determine whether the university students' scores in the compulsory Islamic culture course test on a selected sample differ across the paper-and pencil test (PPT) & computer-based test (CBT) versions, and to reveal the relationship between gender and the student's level of performance in the test. Therefore, the study evaluated the comparability of two versions of a compulsory Islamic culture course test (PPTs) and (CBTs). The importance of conducting the study in Jordan stems from the fact that public and private universities have begun to move away from the traditional patterns of tests such (PPTs) and went towards (CBTs). In addition to detecting which model gives the best in the output and has the characteristics of the psychometric test, furthermore, indicates whether there were any differences between males and females, the study sample consisted of 120 individuals, 67 females and 53 males from scientific, health and humanities colleges. The results showed that there was no significant difference between the two versions provided to students CBT and PPT with 0.36 moderate correlation indicators in the pre-CBT test, no significant differences between the males and females in the CBT test results. Therefore, on the basis of the results of the present study, the CBT test is an option and a preferred alternative for regular students of the bachelor's level at the University of Jordan.

This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.

The present work explores the potential role of smartphone addiction in mediating the correlation between self-efficacy and Psychological Escapism among university students. The paper's stratified convenience sample comprised 195 students from the World Islamic Sciences and Education University. Validated scales measuring self-efficacy, psychological escapism, and smartphone addiction were utilized for data collection. The findings indicate that smartphone addiction, self-efficacy, and psychological escapism were all found at moderate levels. Moreover, the presence of smartphone addiction as a mediating variable resulted in a significant increase in the proportion of explained variance in the level of psychological escapism attributed to self-efficacy (31%), compared to the absence of this mediating variable (22%). Additionally, while gender and academic year have significant effects on psychological escapism, the demographic elements investigated did not demonstrate any significance with self-efficacy or smartphone addiction among college students. Accordingly, this research points out the importance of developing curative and preventive counseling programs aimed at reducing smartphone addiction and mitigating the level of psychological escapism by enhancing self-efficacy among college students.

The Interest in blending soft skills along with the cognitive ones in the EFL teaching field originates from dimensioning the drastic changes facing the world with the hit of the COVID-19. Eventually, EFL teachers are confronted with hostile situations that challenge individuals' ability to adapt to the work environment. Employers and teachers in this particular field need to recognize this reality because they should be prepared to transform the classical approaches of education and respond by teaching strategies to mitigate these difficulties. Through the quantitative method, a questionnaire and a survey that 121 experienced employers and 250 teachers have responded to, this paper provides EFL teachers with a clear perception about their required soft skills acquisition degrees that are demanded by employers in the EFL teaching field. The results showed a strong availability degree in Communication and Time management. It also showed a significantly positive correlation between the acquisition of the in-demand soft skills and the EFL teachers' performance. Moreover, this paper contributes in providing employers some practical strategies and tools to be utilized to enhance their EFL teachers' soft skills acquisition, thus, enhancing the teaching-learning process.

This paper focuses on the use of video technology (VT) in Jordanian schools. The Jordanian Ministry of Education (MoE) has endorsed the use of VT in schools in recent times thus the number of schools employing VT in Jordan is expected to increase dramatically in the near future. One of the existing pedagogical frameworks that can help in understanding the integration of VT into teaching is TPACK. However, TPACK does not provide sufficient insight or understanding into the integration of this specific form of technology. Therefore, this paper presents the conceptualization of a novel modified theoretical framework specific to VT, namely Video-TPACK, which is adopted from TPACK. This paper then introduces a novel collection of pedagogical processes that can be integrated into Video-TPACK, namely Video-Based Pedagogical Processes (VBPPs). Engaging the VBPPs may encourage a "sweet spot" balance of teacher knowledge domains thus an optimal pedagogical outcome becomes more likely.

Purpose: The purpose of this paper is to examine the impact of transformational leadership on the cultivation of human capital in an academic setting from the perspective of university employees Design/methodology/approach: Quantitative data was collected from a range of staff working within three universities located in Jordan using an online questionnaire survey. The focus was on identifying which factors of transformational leadership were perceived as having the greatest potential contribution towards developing human capital and if there was a consensus amongst staff about these factors. Results: 131 staff members submitted a completed questionnaire giving a response rate of 93%. Respondents generally had a good understanding of the concepts of human capital and transformational leadership, but the way in which transformational leadership was perceived to impact on human capital differed. Conclusion: Overall, the findings from the survey, consistent with other similar studies, confirmed that there was a correlation between transformational leadership and human capital in the context of academia from the perspective of staff. Research limitations/implications: The study confirms the need for leaders in academia to consider the leadership approach that is adopted to ensure that human capital, which is one of its main assets, is supported and developed appropriately. Practical implications: The paper describes implications for leaders in higher education, as well as more broadly for educators who are attempting to develop human capital in their organisations. Originality/value: This paper expands upon a developing field in leadership in higher education.

Purpose: Heavily regulated higher education institutions may not be able to possess the autonomy to produce students who are both college and career ready. This paper aims to explore the role of the Ministry of Higher Education in Jordan in determining the content and direction of general education requirements, the historical roots of this type of intervention and its possible implications for the future of liberal arts in general education requirements. Design/methodology/approach: The paper is a critical and historical reflection that combines practitioner research perspectives -- the author is a university president -- with reference to a single case study from a Jordanian university to demonstrate the real-life context of government intervention in general education requirements. Findings: University education is inextricably linked with employability rather than inquiry-based disciplines that produce both intellectual development and technical skills. Jordanian universities, heavily regulated by the government, are required to allocate between 21 and 27 credit hours to general education requirements. Lost between universities that are mandated to have them and policymakers who impose them, general education requirements, as recently reformed, possess neither the ability to produce intellectual skills or career-readiness skills. Originality Value: This paper highlights the importance of university autonomy in determining its approach to general education requirements to allow students to develop both career-readiness and college-readiness skills.

The International Virtual Exchange Project (IVEProject) has been connecting students across multiple countries through asynchronous forums on a large scale since 2015. However, considering the variety of virtual exchange methods and the advantages they bring to the field of foreign language learning, there is an increased need to explore the pedagogical possibilities of combining asynchronous and synchronous modalities, particularly across multiple institutions and countries. This short article reports on a pedagogical innovation which involved adding synchronous sessions conducted over Zoom to the asynchronous IVEProject forums. The authors arranged eight weekly Zoom meetings in which students from China, India, Japan, Jordan, Palestine, Türkiye and Syria participated in May-July, 2021. After the final session, a survey was administered to participating students and their teachers to explore their experiences. The results show that the majority of students appreciated and benefitted from the opportunity to communicate synchronously with peers from other countries. The paper also reflects on the benefits and challenges of combining synchronous sessions alongside the asynchronous IVEProject forums, aiming to derive lessons learned from this project in the hope that this will aid future EFL instructors in creating engaging virtual exchange projects which involve participants from multiple cultures and countries.

This study aims to explore and tackle different phenomena of syllable structure and syllabification patterns in Jordanian Arabic (JA). The study compares and contrasts the permissible syllable structures in different Jordanian dialects. It also presents a comprehensive analysis of how speakers of different Jordanian dialects tackle the consonantal sequence in CVCC and the three moraic structures in CVVCC within the framework of the Optimality Theory. Data were collected from 15 females aged between 45 and 60 from the north, the south, and the middle of Jordan. These participants were asked to pronounce certain target words written on a sheet of paper in their daily dialects. Their productions of the words were recorded, transcribed, and analyzed within the framework of the Optimality Theory in Tableaux. The findings revealed that given CVCC, coda clusters are admissible in Ammani and Karaki but not in Ajluni Arabic. On the other hand, given CVVCC, in which the consonantal sequence in the coda position is geminate, Karaki speakers tend to preserve the geminate, and Ajluni speakers tend to degeminate the cluster. However, Ammani speakers tend to insert an epenthetic vowel to split the geminate. Since the study was limited to only two syllable structures from three Jordanian forms, further studies are recommended to investigate other syllable structures in such forms or even the same syllable structures in other Arabic dialects.

This paper is a comparative study of teacher job satisfaction in Israel, Jordan, and Lebanon. This study will examine the extent to which demography, teacher satisfaction in online classes, and teacher-student interaction, affect their job satisfaction. The study will also examine the challenges that confront teachers in the process of online learning during the Covid-19 pandemic. The study adopted a quantitative approach. To achieve the objectives of this study, the author utilized responses from 431 teachers working across Israel, Jordan, and Lebanon. The study revealed that the perception of teachers and teacher-student interaction in online classes influenced the job satisfaction of teachers. The findings revealed that teacher job satisfaction in (Israel) and (Jordan and Lebanon) were independent of demographic attributes. The online classes also came along with their challenges such as, attitude of students toward learning via online classes, to technical problems affecting the speed and pace of learning in online classes which all the countries' teachers ranked high.

This research paper examined Jordanian university students' perceptions of online learning in terms of knowledge, attitude, and practice (variables of the KAP model). It also investigated the relationship between their perceptions of online learning and their academic performance. students' perceptions of variables of the KAP model toward online learning were measured through an online questionnaire distributed to Jordanian universities students. Academic performance was also measured by identifying students' perceptions of their academic performance after switching to online learning due to COVID-19. One-sample t-test results indicated that the means of responses fall within the area of agreement (agree and strongly agree) regarding students' perceptions of online learning in terms of knowledge, attitudes, and performance without any significant differences. Correlation and regression analysis showed statistically significant relationships between students' perceptions of their knowledge, attitudes and practices toward online learning and their academic performance. Such a positive perception of students towards online learning can be implied by educational institutions and educators to put the best use of online learning as a starting point to complement traditional face-to-face teaching by investing in technologies that support online learning, and by enhancing and improving online platforms to deliver course materials, provide additional resources, and facilitate discussions and collaboration among students in a more effective, efficient way.

This study examines the potential effect of service-learning training on 38 EFL teachers from the public schools of the North-Eastern Badia Directorate of Education, Mafraq, Jordan. A quasi-experimental design was used, and the participants were randomly assigned into an experimental group (n=18) and a control group (n=20). As part of the treatment, the participants of the experimental group were asked to serve their community through collecting paper waste, recycling, and planting trees. They were then asked to videotape their activities to use them in their writing tasks in the classroom. The control group did not receive any treatment and taught the writing tasks per the guidelines of the prescribed Teacher's Book. The findings revealed statistically significant differences in the overall writing performance of both the experimental and control groups, in favor of the former. The findings also revealed that the use of service-learning training helped teachers form positive attitudes towards EFL writing.

Purpose: This paper investigates the factors affecting individual dispositions toward intentions. Specifically, this study aims to investigate the effects of emotional intelligence, entrepreneurial motivation and creativity on the entrepreneurial intentions of university students in Jordan. Design/methodology/approach: The data were gathered through self-administered questionnaires from a sample of 745 university students in Jordan. The hypotheses were tested using partial least squares (PLS) analysis. Findings: The results indicate a robust relationship between entrepreneurial motivation and creativity and entrepreneurial intention. However, an insignificant relationship was found between emotional intelligence and entrepreneurial intention. The findings of this study reveal that both creativity and emotional intelligence exert a significant and positive indirect effect on entrepreneurial intentions through the mediation of entrepreneurial motivation. Practical implications: This work suggests that university administrators should consider the significant roles that emotional intelligence, entrepreneurial motivation and creativity play in shaping the entrepreneurial intentions of university students. Originality/value: While there is limited existing research on this matter within the Middle Eastern context, especially in Jordan, this study aims to address this gap in the Jordanian entrepreneurial literature. As the first of its kind conducted within Jordanian universities, this study contributes significantly to the understanding of entrepreneurial dynamics in the region. Using the Wong and Law Emotional Intelligence Scale, this study evaluates emotional intelligence in Jordan. The results contribute to social psychology literature and suggest actionable government measures, integrated into education systems, to encourage entrepreneurial paths for students and alleviate graduate unemployment.

What explains why reductive explanations of social phenomena in the global South persist? This paper addresses this question by considering how researchers' assumptions of their positionality premised upon global North-South explanations of power shape "how" they collect and determine the scope of their data. Building upon standpoint theory's emphasis of knowledge production as material sites of inquiry, we first consider how researchers' positionality assumptions informed how they constructed 'the entirety' of their research sites in one global South context, Jordan. Second, we explore 'moments of mismatch': when researchers' assumptions of their positionality do not align with interlocutors' perceptions. We highlight these moments because they reveal critical relational hierarchies beyond global North-South dichotomies that literally shaped "how" the researchers subsequently expanded and changed the scope of their sites of inquiry in turn. We argue that these moments of mismatch provide fruitful opportunities to engage in more thorough forms of reflexivity that reflect the dynamism of social relations of power in the global South.

Purpose: The purpose of this paper is to explore how vulnerable refugee children's education can be supported in the first asylum country during a long-term, complex crisis. More specifically, the authors examine the impact of a remedial education (RE) program on academically challenged Syrian refugees' sustained learning and well-being in Jordan during a protracted emergency. Design/methodology/approach: Using the 2012 United Nations human security framework, the authors analyze the quantitative results of program evaluation, supplemented by qualitative surveys and stakeholder interviews that asked about the aspirations of refugee children and their guardians, their school experience and the refugee-host community relationship. Findings: The authors' data suggest that the program enhanced targeted Syrians' protection and empowerment. Their increased sense of safety and improved academic performance and learning motivation were likely owing to child-friendly classroom management and pedagogies that facilitated interactive and differentiated learning. Their human security was further strengthened when they learned with Jordanian children who experienced similar academic challenges and with teachers sympathetic to their plight. Meanwhile, a human security framework calls for humanitarian agencies' strategic engagement with local partners to ensure refugees' learning continuity. Originality/value: Refugee education studies in first asylum countries are rare. Even rarer are studies focusing on academically low-achieving refugees with full consideration of the protracted and complex nature of a crisis. This study suggests effective measures to increase their human security while calling for humanitarian aid organizations to use long-term thinking.

The purpose of this article is to explore Microsoft Corporation as a new international actor shaping educational reforms and practices. This study examines how the implementation of Microsoft's global Partners in Learning (PiL) program varied and was mediated by national politics and national institutional practices in two different contexts, Jordan and South Africa. The global PiL blueprint was implemented using similar memoranda of understanding worldwide. The program, however, ended up looking very different in Jordan and South Africa. I describe localization practices that were shaped at least in part by differences in the political, cultural, and ICT (information and communication technology) contexts of the two countries. It was Microsoft's localization practices that ultimately enabled them to shape policy goals, directives, and decisions in favor of the use of commercial software and services in schools. In both countries, public authority relations were transformed by Microsoft's entrance into the educational policy arena. Government did not give up fully its authority in either case but shared it differently with Microsoft. In Jordan, the Ministry of Education's policy role became that of public facilitator of private sector ICT-in-education activities in Jordanian public schools. The PiL program in Jordan was a stand-alone program implemented parallel to public sector activities. The South African PiL program was tightly woven into the Education Department's programs and activities. Thus, the department played a public integrator policy role, although, in this case, the PiL program was developed and funded by Microsoft. (Contains 3 tables and 4 footnotes.)

Objectives: Medication errors are among the most common medical errors. They can result in mortality, morbidity and additional healthcare costs. Surveillance of medication errors is encouraged to identify gaps in the healthcare system and work on them. This study aimed to compare medication errors in outpatient prescriptions in two hospitals in Jordan: one with a paper‐based and one with an electronic prescription system. Methods: This was a cross‐sectional observational study in two large hospitals in Jordan over a three‐month period. Prescribing and dispensing of medicines were screened for medication errors in both centres: 2500 prescriptions were screened in each hospital. Key findings: In the hospital with electronic prescriptions, of the 2500 prescriptions screened, 631 medication errors were detected: 231 (36.6%) prescription errors and 400 (63.4%) dispensing errors. In the hospital with paper‐based prescriptions, 3714 medication errors were found: 288 (7.8%) prescription errors and 3426 (92.2%) dispensing errors. The most common prescription and dispensing errors in electronic prescriptions were, respectively, prescription of drugs that could have a drug–drug interaction, and omitting to dispense a drug on the prescription. In the paper prescriptions, the most common prescription and dispensing errors were, respectively, inappropriate dose/quantity/frequency or route of administration, and inappropriate and/or inadequate labelling of medication when dispensed, of which there were a large number (2496 (67.2%)). Conclusion: This study highlights the effect of the prescription system used by hospitals. Fewer medication errors were found in the electronic system. Healthcare policymakers, professionals and administrators are encouraged to invest in electronic systems to minimize medication errors. [ABSTRACT FROM AUTHOR]

Research on the internationalization of inclusive policies for students with special needs is still developing alongside the shifting implementation of practice. This analysis seeks to understand the process of adopting inclusive policies in Jordan and the subsequent implementation through a modified comparative case study framework. Current research demonstrates how global forces have led to the adoption of a national inclusive education policy that local programs redefine and negotiate in implementation. The paper uses emerging frameworks from Schuelka (2018b) and existing comparative case study methodology from Bartlett and Vavrus (2006; 2009; 2014; 2017) to structure an in-depth analysis of the macro, mesa and micro levels of inclusive policy adoption and implementation across time. Jordan is a developing nation and in a strategic geographic location, two factors which bring multiple international organizations into its borders. This has had a significant effect on the development of education policy. At the same time, local construction of disability and inclusion continue to marginalize students with disabilities, especially in rural communities. This paper will outline the current state of inclusive education at the international, national and local levels in Jordan based on a review of policy and academic literature.

Due to the intensification of global migration movements, the importance of studies in the field of acculturation has been increasing. In order to develop a healthy adaptation process between the migrant community and the host society, it is especially necessary to conduct studies on the acculturation processes of young migrants. Exploring the acculturation orientation of migrant students in Turkey, one of the leading countries experiencing the migration movements intensively, this study collected data from a total of 110 migrant students, 69 females and 41 males. "Vancouver Index of Acculturation", "Revised Social Contact Scale", "Multidimensional Scale of Perceived Social Support", "Turkish Proficiency Level Questionnaire" and "Personal Information Form" were employed as data collection tools. Multiple linear regression analysis was used to analyze the data. The analyses results revealed that the level of perceived social support of migrant students from their families and the quality of social contact significantly predicted their heritage culture orientation and explained 18% of them. In addition, the quantity of migrant students' social contact and the quality of social contact significantly predicted their mainstream culture orientation and explained 25% of them. As a result, the present study put forth that in order to support the heritage culture orientation of migrant students, the perceived social support from the family should be improved, and the quantity and quality of social contact should be increased to reinforce their mainstream culture orientation and to facilitate the acculturation processes. [This study was presented at the International Eurasian Educational Research Congress (EJER) (7th, Eskisehir, Turkey, September 10-13, 2020).]

Recent studies on language acquisition and motivation have targeted Japanese language learners in a formal educational context, with less attention paid to learners who study Japanese informally. The current study aims to investigate the impact of Japanese animations in the context of informal third language acquisition. It targets the native speakers of Arabic who are interested in learning Japanese as a third language (L3), and investigates the motivations of Arab teenagers and young adults to learn Japanese. Further, the paper also focuses on examining aspects of Japanese language proficiency among teenagers and young adults, including vocabulary enhancement and grammar competence. The methodology used in the current study is twofold: an online survey questionnaire adopted from Armour and Iida (2016), followed by an engaging experiment in which participants were divided into two groups (reality anime group vs. action anime group) in order to examine the effectiveness of anime selection in boosting proficiency level. The findings of the online survey indicate that Arabic native speakers are highly motivated to learn Japanese, while the experiment results confirm that the type of anime and consistency of exposure do support the acquisition process. Further, the study concluded that consumption of anime series contributes to the learning process and facilitates learners' proficiency in general and vocabulary learning in particular. However, it remains unknown whether or not Arabic native speakers' motivations lead to their enrollment into formal Japanese foreign language education. Avenues for future research and implications are also presented toward the end of the paper.

This study aimed to identify and analyze the patterns of final exam questions prepared by English teachers for the 9th and 10th grades and to analyze all the revision questions presented in the English language textbooks in Jordan, based on Bloom's taxonomy to determine the nature and types of these questions. The sample of the study consisted of (63) English language teachers (31 male and 32 female teachers), the English language revision questions within the 9th and 10th grade textbooks, and questions included in the 1st semester final exams in 2018 for 9th and 10th grades. To achieve the goals of the study, the researchers developed an analytical card for the revision questions and the exams papers prepared by teachers. Results indicated that the questions of teachers' final exams' papers based on Bloom's taxonomy, remembering level had the highest relative average with a percentage of (30.75 %) and the analysis level had the lowest level with a percentage of (4.07%). Results also indicated convergent percentages among the revision questions, where both the comprehension and the application levels had the highest frequencies with a percentage of (26.56%). Moreover, results indicated no statistical significant differences, at the level of analyzes, between the questions of the final exams and the textbooks revision questions. However,, statistical significant differences were indicated between the frequencies and the percentages of the analyzed questions of the final exams and the textbooks for grade 9 and grade 10 and the highest was the remembering level with percentages of (17.19%) for the remembering within the textbook revision questions and (30.75%) for teachers' final exams. By way of concluding, this study highlights several recommendations, among which the Ministry of Education is advised to benefit from the results of such a study in developing the English language textbook.

As the prevalence of conflict and fragility continue to rise around the world, research is increasingly heralded as a solution. However, current ethical guidelines for working in areas suffering from institutional and social fragility, insecurity or violent conflict have been heavily critiqued as highly abstract; focussed only on data collection; detached from the realities of academia in the Global South; and potentially extractive. This article seeks to respond to that assessment by spotlighting some of the most prevalent challenges researchers face in the pursuit of ethical working practices. It explores the material and epistemic injustices that often shape and underpin research structures and relationships in these contexts. The paper draws on the authors' experiences of research in conflict-affected and fragile contexts over the last fifteen years and on workshop discussions with researchers based in fragile and conflict-affected contexts conducted in Amman, Bogotá and Dhaka in 2019-2020. The paper works from the premise that achieving ethical research in fragile spaces is not dependent solely on activity at the site of research, but also on decisions made across the entire ecosystem of a research project. It therefore interrogates the full research landscape, from funding models, to research design (including research topics, partnerships, methods, participant selection, and researcher positionality), to dissemination plans and ethical gatekeeping. The paper critically reflects on inequities in the processes of knowledge production about conflict and fragility and the key ethical challenges that researchers encounter. It highlights the need for further guidance, support and accountability to ensure ethical research practices.

Examines the effect of raising university students' awareness of term paper conventions through formal instruction in L2 on producing this genre in the same language or another language (L1). Results indicate that, although formal instruction is important, variations in professors' evaluation of these aspects are the main factor affecting whether this awareness is put into practice. (23 references) (Author/CK)

This paper is a critical systematic literature review of empirical work on creative pedagogies from 1990 to 2018. It responds to the increased international attention being afforded creativity and creative pedagogies in research, policy and practice and examines the evidence regarding creative pedagogical practices and the potential impact of these on students' creativity. The methodology encompassed four stages. Firstly, an educational database keyword search was undertaken and 801 papers identified, manual searches added 12 further papers. Secondly, through applying inclusion/exclusion criteria, 89 papers were identified for closer scrutiny; these papers focused on students aged 0-18 years in formal educational settings and were peer-reviewed reports of empirical work. Thirdly, these papers were subjected to in-depth review and rating, this reduced the included selection to 35 papers. Finally, these papers were subject to further analysis and synthesis. The findings reveal that seven interrelated features characterise creative pedagogical practice, namely generating and exploring ideas; encouraging autonomy and agency; playfulness; problem-solving; risk-taking; co-constructing and collaborating; and teacher creativity. The paper also reveals that the evidence for the impact of these pedagogical practices on students' creativity is inconclusive. It highlights the complexities and challenges of documenting creative pedagogies in the years of formal schooling and concludes with key recommendations and implications for research, policy and practice.

The phenomena of disabilities in the Arab world can be viewed from various perspectives, considering historical times, epistemological programmes and theoretical models. This article is a theoretical review and comparative data analysis of the problems regarding the evolution of attitudes and current concept of disability and theoretical assumptions of caring for disabled people in the Arab world. Content of the theoretical part of the paper includes reasons for caring for disabled Arabs, including: analysis of human orientation aspects, social orientation, equality of opportunity and principles of democracy orientation and human development orientation. In the second part of the article the authors discuss empirical comparative data related to disability in the Arab world as: various causes of congenital or acquired disabilities, including culturally bounded causes of disabilities in Arab world, related to marriages in close families and marriages of underage girls. The paper illustrates key aspects of conceptualization of disabilities in the Arab countries and gives comparative analysis of the latest data on the situation of children with disabilities in education sectors and adults in the labor market. This part of comparative analysis broadly refers to the primary data from the Arab countries published as research report in 2018 by the Economic and Social Commission for Western Asia. The report is entitled "Disability in the Arab Region".

The phenomena of disabilities in the Arab world can be viewed from various perspectives, considering historical times, epistemological programmes and theoretical models. This article is a theoretical review and comparative data analysis of the problems regarding the evolution of attitudes and current concept of disability and theoretical assumptions of caring for disabled people in the Arab world. Content of the theoretical part of the paper includes reasons for caring for disabled Arabs, including: analysis of human orientation aspects, social orientation, equality of opportunity and principles of democracy orientation and human development orientation. In the second part of the article the authors discuss empirical comparative data related to disability in the Arab world as: various causes of congenital or acquired disabilities, including culturally bounded causes of disabilities in Arab world, related to marriages in close families and marriages of underage girls. The paper illustrates key aspects of conceptualization of disabilities in the Arab countries and gives comparative analysis of the latest data on the situation of children with disabilities in education sectors and adults in the labor market. This part of comparative analysis broadly refers to the primary data from the Arab countries published as research report in 2018 by the Economic and Social Commission for Western Asia. The report is entitled "Disability in the Arab Region".

This paper rests on a survey among students of Arab Open University (AOU) that covered 6,369 students from all branches (in eight countries) and across all four colleges. It endeavours to raise a case for introducing entrepreneurship education in AOU. The Survey results show a surprisingly high level of entrepreneurial intention among the students, and the overwhelming majority of them are demanding introduction of entrepreneurship education. The Paper uses results of the Survey to present how the students of AOU desire their entrepreneurship education and entrepreneurship training programmes to be organised, and to identify the target groups of each of the two programmes. Based on these results and on selected literature review of the concepts of entrepreneurship, entrepreneurship education and entrepreneurship training, an outline of entrepreneurship curricula and of teaching and training methods are suggested. Both curricula and methods advanced could be of relevance beyond the specific case of AOU.

The field of game design for educational content lacks a focus on methodologies that merge gameplay and learning. Existing methodologies typically fall short in three ways: they neglect the unfolding of gameplay through players' actions over a short period of time as a significant unit of analysis; they lack a common consideration of game and learning mechanics; and they falsely separate the acts of playing and learning. This paper recommends the gameplay loop methodology as a valuable tool for educational game design, as it addresses these major shortcomings. Furthermore, this paper outlines how this methodology can be supported by knowledge from subject-specific didactics--considering both the curriculum and its mediation (contributed by experts from educational practice) as well as methods of player-centered design--in order to ensure the appropriateness of learning objectives and techniques of mediation in the context of a particular field of knowledge, the game's appeal to its target group, and the effectiveness of the learning mechanics. A case study of the design and production phases of Antura and the Letters, a literacy game for Arabic refugee children, illustrates the uses of the gameplay loop methodology situated in the described broader approach to educational game design. Finally, this paper explains the results of an impact study revealing that the approach indeed provides the opportunity to merge playing and learning.