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This study aimed to identify the effectiveness of training on non-native speakers of Arabic at a university in Saudi Arabia from their point of view by determining the degree of their satisfaction in terms of four aspects: benefits of the offered training, trainers' performance, organizational effectiveness of the training program and the difficulties encountered by the trainees during training. The study examined whether there are differences in the averages of the trainees' responses according to the number of their previous training courses. The surveyed sample consisted of 29 trainees chosen by the intentional method. To pursue the aim of the study, both quantitative and qualitative designs were used. A questionnaire consisting of 24 items was developed and the descriptive analytical method was used.? The results showed that the average responses of the trainees in the areas of the scale as a whole were high according to the statistical standards followed in the study with an arithmetic average of (3.88). The benefit and the organization aspects of the training course received an arithmetic average of (4.63), the trainer's performance came next with an average of (4.61). In the last place is the aspect of difficulties with an average of 1.67, which is at a weak level. The study also found that there are no significant differences between the trainees' responses to the first three aspects according to the number of previous training courses the trainees attended. ?However, there are statistically significant differences for the fourth aspect 'difficulties encountered by the trainees', as the value of (f) is (5.34). The study offers insights into the usefulness of holding such a training program for refining the skills of the trainees and enhancing their teaching strategies to create a better classroom environment.

This study assesses the degree to which students practice digital citizenship values at Prince Sattam bin Abdulaziz University. The researchers identified elements of digital citizenship and divided them into three areas: respect, education, and protection. Following a descriptive approach, the sample consisted of 540 male and female students who were randomly selected. The study found strong results in all three areas, although protection had the lowest practice. Female students were significantly more likely than male students to practice these values. Significant differences were also found according to field of study.

This phenomenological investigation examined teacher leadership within the context of higher education among novice faculty members with a specialization in educational leadership. These newcomers received informal guidance and support from specific faculty members whom they identified as exemplifying teacher leadership. The core methodology involved in-depth interviews complemented by bridling journal entries, capturing the lived experiences and perceptions of the six participants from six Arab States. Data analysis employed a whole-part-whole approach. Findings suggest three manifestations or themes for teacher leadership, including social enculturation, expertise diffusion, and emotional fitness. The insights gleaned from this study provide a foundation for fostering discourse on teacher leadership development in higher education contexts.

Over the last few decades, the inclusion of children with disabilities in general education classrooms worldwide has increased, however, the preparation and professional development of teachers has not kept pace. While teachers are instrumental in the facilitation of inclusive classrooms, they continue to struggle to provide accommodations and modifications, to exhibit supportive behavior, and to work collaboratively with one another to provide instruction and interventions for students with disabilities in inclusive settings. This study examined the views of university faculty throughout Saudi Arabia in relation to the skills and expertise critical for promoting inclusive classrooms. A sequential explanatory mixed-methods design was adopted with a survey and interviews with faculty that were based on the outcomes from the quantitative phase. Among other outcomes, statistically significant differences were found in faculty members' perspectives regarding the preparation of pre-service teachers for inclusive education, with faculty in emerging programs indicating higher total mean scores in some domains. Additionally, faculty specializing in Learning Disabilities (LD) reported higher total mean scores in some Innovation Configurations (ICs) than faculty specializing in other areas. The outcomes suggest that further attention should be paid to inclusive education practices in teacher education programs that may open up in the future.

Purpose: In the era of hyper-competitiveness, firms, especially project-based management structures, have to focus on ideas for both new and existing sets of products and services, i.e. ambidextrous innovation. The ambidextrous innovation can be helpful, but achieving such a level is a problem to be solved. This study aims to yield ambidextrous innovation by using innovative culture and knowledge that has been gained from learning. Design/methodology/approach: The present research collected data from Saudi Arabian public-sector firms. The data collected is analyzed using the partial least squares structural equation modeling (PLS-SEM). Findings: The findings of the study suggest that a range of factors can be operationalized in project-based firms to establish organizational learning and innovation culture. These factors include agile-based project management, leveraging existing innovative capabilities and growth mindset in case of innovative organizational culture and additional factors of agile-based knowledge management along with others in case of organizational learning. The PLS-SEM further concluded that both organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability. Originality/value: The PLS-SEM further concluded that both the organizational learning and innovative organizational culture, in turn, help project-based Saudi Arabian public-sector firms to develop their ambidextrous innovation capability.

The study aimed to investigate the effectiveness of the seven-stop IMPROVE program (Introducing new concepts, Metacognitive questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment) on the achievement of preliminary students at Taif University, Saudi Arabia, at the first three levels of the Bloom's taxonomy (Knowledge, Comprehension, Application). The researcher used the experimental design to achieve the objective of the study. In order to achieve the purpose of the study, the sample was chosen in a deliberate manner from groups that were taught using cooperative learning in mathematics classes. The experimental group (32 students) who studied using the IMPROVE program was compared with the second group (32 students) who were taught in the traditional lecture style. The results of the study showed the effectiveness of using the IMPROVE program in mathematics teaching at the knowledge, comprehension and application levels. This study recommends the use of this metacognitive strategy in mathematics teaching for other stages of education. It also recommends expanding awareness in educational institutions of the concept of metacognition and its importance in improving the learners' awareness to deal with mathematics problems.

This study explores Saudi students' perceptions of their motivation to learn Mathematics using metacognitive strategies. Data were collected using a qualitative case study design among 13 Saudi secondary school students. The findings from the data collected through semi-structured interviews show that several motives encourage the participants to learn metacognitively. For instance, the findings demonstrate that the desire to experiment with a new concept helped to capture the interest of the learners and stimulate their curiosity to learn. Likewise, the desire to improve methods of thought which can meet the personal needs and goals of the learner may foster a positive attitude in learners and therefore contribute to their motivation. In addition, it is argued that students' confidence in their skills may help them feel they can successfully control their learning. Finally, it was shown that the desire of students to improve their thinking strategies in their lives reinforced their achievements with internal rewards and therefore helped them to be satisfied with their learning.

This study examined the correlations between three vital areas of teaching pronunciation in English as a Foreign Language (EFL) classes (i.e., content, pedagogical, and technological knowledge). This study also explored the relationships between teachers' majors, experience, and technology competence with using technology in teaching English pronunciation. Data was collected by using a questionnaire. The study tool was a model adapted from different studies. The participants of the study were sixty English language instructors at different Saudi universities. The result indicated that there was a statistically significant difference in the three constructs of the model based on the participants' technology competence. The results revealed that content knowledge had a small correlation with pedagogical knowledge, and with technological knowledge. Pedagogical knowledge had a strong positive correlation with technological knowledge.

This paper reports on a study conducted by college students at a private university in Saudi Arabia. The research examines the online learning experiences of their peers during the first wave of the coronavirus COVID-19 pandemic. Many assumptions exist about online learning and its impact in higher education, but these are mainly based on the views of instructors and leaders of institutions. Hitherto, the perspectives of those meant to be beneficiaries of digital technologies have been given little consideration even though students use cyberspace for academic work and beyond. To address this silence, a group of student-researchers conducted a case study to examine students' views of cyberlearning. The research used a qualitative analysis approach to address the following questions: (1) What were the cyberlearning experiences of students at our university during the first two semesters of lockdown? (2) What are students' understandings of cyberlearning? (3) What are their aspirations for cyberlearning? Data were collected through an online survey administered to the entire student body at the university. Responses were received from 3574 students. The data were analysed using thematic analysis. The research participants perceive cyberlearning to be the same as online learning and see it as a viable educational option. They reported that the dominant mode of instruction in online classrooms is instructors delivering information. Respondents also highlighted the need for improved online teaching pedagogies and curbing academic dishonesty in online classrooms. Students' aspirations for cyberlearning were clearly articulated. Respondents suggested that increasing online learning opportunities would have a positive impact on their academic progress. Through this research students demonstrate a sense of agency and provide opportunities for equity strategies at their university. The results show that serious attempts should be made to include cyberlearning as part of everyday educational activity in an attempt to increase student engagement.

One of the most important factors among those that play key roles in second language acquisition is language learning styles and strategies. This article identifies the unique and multifarious learning-style preferences that characterize Saudi English as a foreign language (EFL) learners' learning, and explores how multidimensional causal factors and experiences shape their preferred modes of learning. The analysis first tackles Saudi EFL learning-style preferences, followed by a discussion of Saudi EFL language learning strategies. The discussion addresses the learning-style approaches and learning behaviors of Saudi EFL leaners and the impact they have on them and highlights the factors and consequences of each. It concludes by pinpointing the importance of identifying language learning styles and strategies Saudi EFL students use and offering measures that will help Saudi EFL teachers facilitate their students' effective learning-style approaches.

This paper aims to examine the impact of E-learning quality on students' satisfaction and performance before and during the COVID-19 pandemic and the role of gender as a moderating variable. A descriptive and inferential approach was used where a specially designed questionnaire was distributed on a simple random sample of students enrolled in Public Security Training City in Riyadh, Saudi Arabia. Data were gathered from 352 respondents. The multiple regression analysis was used to justify the proposed hypotheses. The study found that E-learning system quality and E-learning service quality positively impacted student satisfaction, which made a significant and positive impact on student performance. Moreover, gender played a moderating role in the relationship between E-learning system quality, E-learning service quality, and student satisfaction. Finally, it was found that the relationship between all variables during COVID-19 was stronger than relationships that existed before the COVID-19 pandemic.

This study investigated Saudi Arabian elementary school teachers' knowledge of strategies to teach reading components to hard of hearing students. The study focused on four of the five reading components the National Reading Panel (NPR, 2000) identified: phonemic awareness; phonics; vocabulary; and reading comprehension, and explored the relation between teachers' demographic characteristics and their knowledge of the strategies as well. An explanatory sequential mixed methods design was used that included two phases. The quantitative phase examined the knowledge of these Arabic reading components among 89 elementary school teachers of hard of hearing students, and the qualitative phase consisted of interviews with 10 teachers. The results indicated that the teachers have a great deal of knowledge (above the mean score) of strategies to teach reading components. Specifically, teachers' knowledge of strategies to teach the vocabulary component was the highest. The results also showed no significant association between teachers' demographic characteristics and their knowledge of strategies to teach reading components. The qualitative analysis revealed two themes: (1) teachers' lack of basic knowledge of strategies to teach reading components, and (2) the absence of in-service courses and training programs in reading for teachers.

The researchers investigated parents' perspectives on the outcome of cochlear implantation on the deaf child and the family in Saudi Arabia with respect to linguistic, social, psychological, and educational aspects. They also explored potential factors influencing parents' perspectives on the outcome of a cochlear implant (CI). Seventy-seven parents completed the questionnaire, and multiple linear regression and descriptive statistics were used to answer the research questions. Most of the parents (88.5%) reported choosing a CI for their deaf child because they wanted their child to be part of the hearing world. About half of the parents (49.4%) expressed the belief that the CI would help their child find a better job in the future. The study also found that, overall, the model was not significant, and the independent variables explained little of the variance in parents' perspectives on the outcome of their child's cochlear implantation.

Background: Type 1 diabetes mellitus (T1DM) is on the rise globally. Patient education is a major cornerstone in diabetes management. Diabetes educators play a pivotal role in educating patients with diabetes mellitus. Objectives: To estimate the impact of a diabetes educator-led clinic on the control of T1DM among adults. This was measured through mean changes in HbA1c levels and alterations in perceived dietary and physical activity compliance among patients attending a Diabetes Centre in the Qassim region of Saudi Arabia. Methods: We enrolled 97 adult T1DM patients in a quasi-experimental study, conducted at a certified diabetes educator-led clinic. All patients were followed up for 6 months pre-intervention and for a minimum of 6 months post-intervention. Patients' weight, self-monitoring of blood glucose, hypoglycaemic events frequency, HbA1c level and lipid profiles were routinely recorded. In addition, compliance with advice on dietary plan and physical activity recommendations was also assessed at the pre-intervention, baseline and post-intervention stages. Results: Post-intervention, participants reported better compliance with dietary and physical activity advice. Fewer hypoglycaemic events and higher self-monitoring of blood glucose frequencies were also noted. While there was no significant difference between pre-intervention and baseline mean HbA1c levels, mean baseline and post-intervention HbA1c levels showed a clinical and statistically significant difference of 1.01 (95% confidence interval [CI]: 0.74-1.28). Mean low-density lipoprotein (LDL) and triglyceride differences also showed small but significant changes. Conclusion: Attendance at a diabetes educator-led clinic had a positive and significant impact on the control of T1DM among adults. We recommend diabetes educator employment at outpatient clinics for adults with T1DM.

Second language (L2) readers develop new screen-based reading habits as they learn in an increasingly digital world. This study examines the emerging digital-reading practices (EDRPs) of learners of English as a foreign language (EFL). The study identifies three prominent approaches that influence the digital-reading practices of EFL learners, it investigates how EFL learners perceive the effects of EDRPs on several crucial aspects of L2 reading, and it explores the actual practices of emerging digital-based patterns. In this study, which has an exploratory sequential mixed methods design, the main participants were 111 Saudi English language learners (57 males and 54 females). The triangulation strategy used for the multidimensional methods of data collection included a questionnaire, journal entries, and interviews. Thorough descriptive statistics (means and standard deviations), inferential statistics (two repeated measures of analysis of variances and multiple linear regressions), thematic framework analysis, and several phases of analysis for coding and categorizing the data were all undertaken. These analyses showed that shallower forms of digital reading, selective digital reading, and bouncing reading behavior are three approaches that shape EFL learners' digital-reading practices, and that digital reading had observable adverse effects on nine essential aspects of reading. Implications for practice are foregrounded.

Background: Traditional teaching methods of biochemistry provide effective tools for knowledge transmission, but are considered less engaging with students. Smartphone applications may provide suitable alternatives to compensate for the shortcomings of traditional teaching methods. Purpose: This study aimed to assess the effectiveness of smartphone applications as a complementary method for learning biochemistry. Methodology: A total of 32 students, from the College of Applied Medical Sciences, University of Bisha, Saudi Arabia, were recruited. Students used available mobile applications, and their performance was monitored through assignments, presentations, practical evaluations, and pre- and post-tests. A self-administered structured questionnaire was used to survey the students' perceptions. It was validated by students enrolled at the College of Applied Medical Science, interns, and medical educators. It was checked for item appropriateness and comprehensiveness using face and content validity. Results: Around 75% of the students found the mobile applications useful in learning biochemistry, 50% believed that they were easy to use and 100% believed that the breadth of the knowledge presented by these applications was comprehensive. The pedagogical effect of the use of mobile applications in learning biochemistry showed statistically significant differences in student performances post-use and pre-use of mobile applications with P values of 0.000, 0.028, 0.023, and 0.000 for tests, assignments, practical evaluation, and presentations, respectively. Conclusion: Students have a positive perception of the use of mobile applications, as it has significantly improved their academic performance in biochemistry.

Teaching Practice Inventory (TPI) was developed and used by Carl Wieman and hence named as Carl Wieman, evaluation model (Wieman & Gilbert, 2014) to assess the effectiveness of teaching practices of courses by faculty instructors. In TPI high scoring courses means that teaching practices may support students' learning. It is also a response validated survey that allows individual faculty members to describe their teaching practices. This descriptive study aims to investigate faculty members' teaching practices in undergraduate mathematics courses at King Saud University using the TPI. This TPI inventory was distributed to undergraduate teaching members who teach 15 courses. We received 78 responses: 40 from the mathematics department at the First Common year, and 38 from the Mathematics Department at the College of Science. The results indicate that faculty are adept at incorporating collaboration and in-class activities into their teaching; however, they are less skilled in other categories, including evaluation methods, diagnoses and training, and guiding teaching assistants. The results reveal that female instructors are statistically significantly (a = 0.05) more skilled at collaboration. Based on these results, the researchers recommend designing professional development programs to help faculty members at King Saud University improve their teaching practices.

This study aims to assess and measure students' performances using course-key performance indicators (course-KPIs) in an academic course at a Saudi university. The approach includes three aspects of assessment (i) integrating course components and correlating course learning objectives with the program learning domain, (ii) course evaluation using rubrics, and (iii) performance mesurement using a scientific method. Moreover, it presents a novel approach for performance measurement of the course learning skills. In this study, a course has been taken to demonstrate how the KPIs are measured for evaluating students' performances. This approach relies on several specific documents that are developed for the course delivery by following the National Qualification Framework (NQF) in Saudi Arabia and the guidelines of the Accreditation Board for Engineering and Technology (ABET). The performance evaluation outcomes are useful indicators that guide the teachers to improve course learning skills. It also helps the teachers in the quality delivery of the courses and ensures continuous improvement in learning and teaching. This study concludes with an emphasis on the measuring performance using course-KPIs which can be adopted for quality improvement for any academic course in higher education irrespective of data size.

A systematic review of the literature was conducted in order to assess the current state of education in Saudi Arabia for students with intellectual disabilities in comparison with the rest of the developed world. It was found that the country has been able to keep up with technological advancements in the area, particularly with intensive application of assistive learning technologies in the classroom and has adopted an inclusive learning philosophy in its approach to helping students with intellectual disability. However, further progress is needed in pedagogical and social fronts of development, particularly in terms of training teachers and orienting parents effectively to address educational needs of students with intellectual disabilities.

Success in mathematics has been shown to increase career opportunities; thus, improving student learning in mathematics is vital for educational policymakers. This study investigated the effects of five parental involvement variables on young children's mathematical achievements in 10 countries, including seven Arab countries, and found significant effects for all of them. Students who attended pre-primary education achieved higher mathematics scores compared to those who did not. Students who had been helped with or had their homework reviewed fewer times by their parents achieved significantly higher scores than those who had been helped or checked on more frequently. Students who had not attended any extra lessons to excel over or keep up with classmates achieved significantly higher scores. Students whose parents had university degrees attained significantly better results. Finally, students whose parents had higher expectations achieved significantly better results. These results have implications to enhance students' mathematical achievements in Arab countries.

Background: The demand for educational and social inclusion of children with intellectual disabilities continues to grow throughout the world. Factors contributing to the increasing demand include family advocacy efforts, shifting views about the nature of disability, and increased international recognition of the rights of children with disabilities. In the 1970s, Saudi Arabia began investing in educational services and supports for students with disabilities in both segregated and mainstream education settings. Methods: Policies for children with intellectual disabilities were identified and analysed using the disability policy analysis model recommended by Turnbull & Stowe (2014). Then in two subsequent rounds of analysis, two other researchers reviewed, confirmed, and verified the conclusions. Findings: Saudi Arabia's recent policy provisions for children with disabilities have included an emphasis on inclusion in general education schools. However, as with many countries, these policies have not yet been systematically implemented. Many students with more complex learning and behavioural needs continue to be excluded from general education classrooms. Conclusion: Recommendations to support the implementation of inclusive educational services for students with intellectual disabilities in Saudi Arabia are provided.

Vocabulary is a fundamental component of any language. Learning vocabulary plays a crucial role in learning English language. Whereas wiki is a promising Web 2.0 technology that can be used innovatively in EFL instruction. This study aimed at examining the effectiveness of wiki-based instruction on vocabulary learning of first secondary graders. It was carried out in Sabya, Jazan, Saudi Arabia in 2018. It followed the quasi-experimental design of one experimental group. Fifty-seven Saudi teenage EFL students participated in a researcher-designed wiki-based vocabulary course in a random male school. The course consisted of twelve lessons to teach 80 words picked from the grade's English Schoolbook (Mega Goal 2) to ensure their importance and benefit to students. Vocabulary pre-test and post-test along with a closed observation card were used to collect data. Descriptive statistics, paired samples and one-sample t-tests were used for analysis. It was found that wiki had slight positive effect on vocabulary learning. Results demonstrated that students achieved significantly better marks in their post-test but with a very low effect size (0.32). In addition, wiki was observed as usable, motivating, vocabulary enlarging assistant, and can be perceived positively by students. In the contrary, it was observed that the students' collaborative work level was low. Accordingly, wikis can be a good vocabulary teaching tool if well-designed and well-implemented after training both teachers and students.

A survey was conducted in order to evaluate the quality of education received by students with intellectual disability in Aljouf, Saudi Arabia from the perspectives of their teachers and parents. From a sample of 95 respondents, it was found that most teachers used "baby steps" strategy in delivering content for students with intellectual disabilities. Most of the parents were found to rely almost entirely on formal education for their children and were not directly involved with their children's education at home. Only a minority of the teachers were found to utilize assistive technology to augment their practice. Both teachers and parents did not feel very confident about the effectiveness of the current systems in teaching their children important social and practical skills. Recommendations based on these outcomes were provided.

Even though teachers has positive attitude towards formative assessment, their perceptions on factors influence the adoption of formative assessment is crucial to implement various assessment strategies effectively. Therefore, survey conducted on perceptions of primary school teachers in Riyadh province of Saudi Arabia regarding 14 selected factors. By stratified random sampling, data is gathered from the teachers of 15 schools located in the Riyadh province of Saudi Arabia. 210 fully completed questionnaires are received. Interrelated factors also discussed with a sample of 25 teachers. Teachers slightly agreed on all the given factors. However, significant perceptional differences between teachers groups are intervened that mainly attributed to male and female teachers, teachers who attended training and not attended, younger and elder teachers, less tenured and more tenured teachers, and the teachers of different subjects. This study results is noteworthy for understanding the perceptions of teachers on factors influence adoption of formative assessment in primary schools. Factors deliberated in this study are useful to the school management to address the challenges of teachers in formative assessment that would help to minimize the barriers for effective implementation of formative assessment.

This self-assessment study aims to investigate Saudi teachers' knowledge about the three essential components of TPACK, technology, content, and pedagogy. A quantitative research design was employed. The sample included 111 males and 132 females; out of which, 116 were primary grade teachers, 55 were middle grade teachers, and 72 were secondary grade teachers. Around 32% of the teachers had teaching experience of between 10 and 20 years, and about 27% had teaching experience of between 5 and 10 years. A majority of the teachers reported that they had an average confidence level of knowledge relative to the TPACK framework. Certain differences existed amongst them on the basis of their gender, teaching subjects, and teaching experience. Statistically, a significant difference was shown between technological content knowledge and teaching experience. A recommendation resulting from the study was that the teachers ought to change their teaching style from traditional to effective learning approaches with the use of technology. Beyond this, the Ministry of Education ought to focus on providing both girls' and boys' schools with educational technologies, and teachers with effective technological training.

The goal of this study was to analyse international journals and conference proceedings published from 2012 to 2016. The main results indicated that the gap between the Arab Gulf Countries (GC) and the rest of the world regarding the amounts and trends of professional development (PD) research is too wide. At the global level, the initial scanning analysis showed the publication of 161 articles on math teacher PD, including 121 articles or abstracts published in conference proceedings and 40 articles published in journals. The number of articles on math teacher PD in the GC conference proceedings and journals was only 11. The results indicated that there is growing interest in research on PD in math and pedagogical content knowledge (PCK). The results also showed that descriptive research received the most attention, followed by developmental and evaluative research. Most of the English-language research used qualitative methodology and mixed methodology, and hence, used observations and interviews to collect their data. At the level of Arabic-Language, GC, research, the results indicated that developmental research received the greatest attention; however, all the data collected were quantitative because the survey was the most commonly used tool in these research studies.

This study investigates the independent level of entrepreneurial interest between male and female business college university students in Dammam, Saudi Arabia, and the factors influencing their entrepreneurial interests from the gender perspective. The Chi-square result revealed there is no statistical difference between male and female students, thus signifying that they are both equally interested in starting their own business. The results of logistic regression indicated that attitude towards behaviour, entrepreneurship education, self-efficacy, government support, university context and risk-taking have greater likelihood to influence entrepreneurial interests of female and male students, since their odd-ratios are greater than 1. More so, attitude towards behaviour, self-efficacy, government support, university context, relational support and risk-taking are statistically significant in influencing females' entrepreneurial interests. Meanwhile attitude towards behaviour, entrepreneurship education, self-efficacy and university context are significant in influencing males' entrepreneurial interests. Hence, governmental, relational and university supports should be fostered to improve students' entrepreneurial interests.

The COVID-19 pandemic affected all aspects of human life, with significant impacts on education, as higher education institutions across the world were forced to make rapid transition to a fully online education format with no time to prepare. This qualitative study applied the narrative approach to examine the stories of six university instructors regarding their experiences with promoting student engagement during the COVID-19 emergency remote teaching. The study findings present the instructors' feelings during the transition to distance education, the challenges they faced, and their efforts to promote their students' engagement by using various strategies and assessments and by providing the students with emotional support. The findings also present the effect of local culture and millennial generation student status on students' engagement.

This study aims to understand teachers' perspectives of the use of Web 2.0 applications in learning and teaching and to explore the barriers to their use. The sample of this study involved teachers from primary, middle, and secondary schools in the Kharj region. The total sample consisted of 352 teachers. A quantitative survey instrument was utilised. Analyses of the resulting data were performed using both descriptive and inferential statistics. The findings of this study indicate that most of the participant teachers are familiar with Web 2.0 applications. However, their uses in education seem to be rarely mentioned. As they reported, the top barriers preventing them from the effective use of Web 2.0 applications in education are related to school level barriers, such as the large number of students in the classroom, the lack access to the Internet in schools, and the lack of a clear plan for the use of Web 2.0 in education. The findings also show that there is a significant difference in teacher responses about Web 2.0 applications in education in accordance with gender, educational levels, and teaching subjects. Finally, recommendations for teachers, educators and educational decision and policymakers are provided. Recommendations for further research are also offered.

Water analysis is an excellent interdisciplinary topic for project-based learning. An undergraduate course was designed to engage the senior undergraduate chemistry students in a real-life experience. In this course, students developed methodologies based on published American Society for Testing and Materials (ASTM) methods for the measurement of fluoride, phenols, and metals in real water samples. The procedures were utilized to analyze target analytes in real water samples from various sources, such as seawater, sewage water, swimming pool water, tap water, and drinking water in the eastern province of the Kingdom of Saudi Arabia (KSA). These areas are profoundly affected by urbanization. The students analyzed the samples by employing a portable total dissolved solids (TDS) meter, a pH/ion-selective electrode (ISE) benchtop meter, an inductively coupled plasma-optical emission spectrometry (ICP-OES), and a gas chromatography-flame ionization detector (GC-FID). The ASTM methods allowed the students to gather research-level data and study regional environmental issues. The students prepared and presented their results at the departmental conference. Through the water analysis project, students acquired field and laboratory research skills, performed a quantitative analysis of data sets, developed collaborative interactions, as well as utilized their writing and communication skills. The exposure of students to these research tools provided them with experience in dealing with the limitations of trace level analysis in real samples. The outcome of this study provided the students with an overview of how their theoretical knowledge was connected to the country's limited water sources and pollution problems.

Attitude is a multidimensional and complex notion that considerably empowers or limits the major life activities of humans. Health professionals' attitudes toward people with disabilities are significant factors in the rehabilitation process. Soon after completing their coursework, the final-year students from health science meet the patients and rehabilitate them. This study accordingly aims to assess the attitude toward disability among final-year health science students before and after administering a disability-specific structured teaching program. A total of 243 final-year undergraduate health science students from medical, dental, physical therapy, pharmacy, laboratory sciences, radiology sciences, and nursing aged between 21 and 27 years participated in this study. This work employed the Scale of Attitudes Toward Disabled Persons (SADP) to measure attitudes among participants. The mean pre- and posttest SADP scores were 83.59 ± 15.45 and 107.83 ± 62, respectively (p < 0.001). Students from medical, dental, physical therapy, and nursing showed significant positive attitudes toward disability compared with other students, whereas college students in the final year of health science generally had poor attitudes toward disability. The results indicate that the disability-specific structured teaching program is effective in improving the attitude toward disability among final-year health science students. Accordingly, the authors recommend modifying the disability-related content in the health sciences curriculum.

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Background: Epidemiological studies have shown varying prevalence rates of dental anomalies worldwide, ranging from 5.2% to 56.9%, with a higher rate of 90.4% in patients with cleft lip and palate. In Saudi Arabia, studies have also reported varied prevalence rates, likely due to genetic differences or sampling variations. However, no research has yet evaluated the quality of these studies or provided an overall prevalence estimate, which is the aim of the present study. This systematic review aims to assess the prevalence and types of dental anomalies across various regions of the Kingdom of Saudi Arabia (KSA). Methods: A comprehensive literature search identified 10 relevant studies on different dental anomalies in Saudi Arabia. The quality of the enrolled studies was assessed using the Newcastle–Ottawa Scale (NOS), showing variability in the methodological quality of the included cohort studies, with several studies demonstrating a moderate to high risk of bias. Results: Common anomalies included hypodontia, hyperdontia, microdontia, and impacted teeth. This study highlights the varying prevalence of dental anomalies in different regions of Saudi Arabia, ranging from 2.6% to 45.1%. Conclusions: This review highlights the need for early diagnosis and tailored treatment approaches to mitigate the clinical challenges posed by these anomalies, underscoring the importance of standardized diagnostic criteria and further research to understand regional and demographic differences in the prevalence of dental anomalies in Saudi Arabia. [ABSTRACT FROM AUTHOR]

In pursuit of Saudi Arabia's Vision 2030 objectives for a sustainable and low-carbon future, this study examines the intricate dynamics between carbon emissions and key variables crucial to the nation's decarbonisation strategy. Grounded in the Triple Bottom Line (TBL) Theory, the chosen variables – sustainable tourism, renewable energy demand, and natural resource management – take centre stage. Applying Markov switching regime regression to data spanning 1990–2022, our findings reveal a positive association between international tourism and carbon emissions, aligning with the Tourism-induced Environmental Impact theory. Incorporating the Environmental Kuznets Curve (EKC), our results illustrate a U-shaped relationship. Renewable energy consumption (REC) exhibits a negative impact, supporting EKC's premise that economic development and cleaner energy adoption mitigate environmental degradation. Identified as influential factors affecting carbon emissions, Economic growth and natural resource capital find theoretical backing. The second power of economic expansion positively influences carbon emissions, while the square of natural resources has a negative impact, aligning with resource scarcity theories. Granger causality estimates validate Tourism-led Growth, Resource Capital, and Emissions-led Growth hypotheses. Integrating insights from the Community-Based Tourism (CBT) and stakeholder theory, this study provides actionable insights for policymakers steering Saudi Arabia toward a sustainable, low-carbon future. [ABSTRACT FROM AUTHOR]

ABSTRACT: The internet significantly impacts the occurrence and prevalence of cyberchondria because it provides easy access to a large amount of health data that can describe any medical condition in detail. Cyberchondria develops due to exposure to the vast and easily accessible online health information that causes health worries. Objectives: To assess the prevalence of cyberchondria among Imam Mohammad Ibn Saud Islamic University (IMSIU) students and determine the impact of patient skepticism on medical decisions. Methods: A cross-sectional study was conducted among IMSIU students. A questionnaire was distributed to participants via Google Forms. Data were collected and analyzed by using SPSS. Results: This study involved 798 respondents. Female participants represented 51.1%. Most of the participants were between 21 and 23 years old. More than one-third of students studied in the College of Medicine (36%). Almost 20% of students panicked about their condition when they read online. Excessiveness was the most severely affected construct (63.7%), followed by the reassurance subscale (46.4%). Compulsion was the least affected construct, while distress was moderately affected. Divorced and married students showed significantly higher cyberchondria severity scores than single respondents (P value = 0.020). Conclusion: Our findings suggested that IMSIU students had a relatively high prevalence of cyberchondria. More efforts are required to raise public awareness of appropriate internet usage for health-related information. [ABSTRACT FROM AUTHOR]

ABSTRACT: Background: Ocular allergy (OA) is one of the most common disorders worldwide, affecting millions of individuals of all ages. Public education about the disease is critical for lowering the prevalence of OAs. The present study aims to evaluate the knowledge and awareness level of OA among undergraduate students at Imam Mohammed Ibn Saud Islamic University in Riyadh, Saudi Arabia. Methods: A cross-sectional study was conducted through a self-administered online questionnaire. A total of six multiple choice questions were used to assess awareness of OA with a maximum possible score of 6. In addition, nine checkboxes and multiple-choice questions were used to evaluate knowledge of ocular allergy with a maximum possible score of 21. Results: The study included 591 participants. The average awareness score was 3.1 ± 1.47 points. The average knowledge score was 9.41 ± 4.04 points. The average knowledge and awareness score was lower in males than in females. A higher age (>27 years) was associated with better knowledge of OA (B = 3.62, P = 0.008). The Internet was the most common source of information mentioned by the respondents (26.3%). Conclusion: Our study showed that Imam Mohammed Ibn Saud Islamic University undergraduate students had moderate knowledge and awareness of OA. Thus, additional effort is required to enhance the knowledge and awareness of OA. [ABSTRACT FROM AUTHOR]

Migraine is a burdensome primary headache disorder with a global prevalence ranging from 15-18%. Our study aimed to assess the knowledge among primary healthcare physicians regarding migraine and evaluate whether their management practices align with current advances. This descriptive cross-sectional study included 212 primary healthcare physicians working in Al-Madinah Al-Munawarah, Kingdom of Saudi Arabia. Data were collected using a self-administered, validated questionnaire distributed at clinics, with participant consent, to ensure privacy. A total of 212 responses were collected, the majority were from men (53.8%) and participants less than 30 years old (43.9%). Most participants held a Bachelor of Medicine, Bachelor of Surgery (MBBS) qualification (general practitioners), accounting for 56.1% of the sample. The results revealed that 83.5% had a high level of knowledge about the diagnostic criteria for migraine. Factors associated with a higher level of knowledge were female gender and age group less than 30 years. However, most participants (62.3%) were not familiar with the new acute and preventive migraine treatments. The findings of this study indicate good knowledge, attitude, and practicing habits among our participants. However, there were clear deficiencies in understanding the latest advancements in migraine treatment. We recommend implementing continuous education programs regarding the advances in migraine treatment among primary care physicians in Al-Madinah Al-Munawarah. [ABSTRACT FROM AUTHOR]

Acute myocardial infarction (AMI) is a leading cause of morbidity and mortality worldwide. Risk factors of mortality in patients with AMI have been widely investigated, identifying older age and heart failure as common contributors. This study aimed to determine risk factors and explore predictors associated with higher mortality among patients with AMI. A retrospective study was conducted at a cardiac center in western Saudi Arabia (KSA) between January 1, 2023, and September 1, 2023. Inclusion criteria comprised patients with a confirmed diagnosis of AMI. Exclusion criteria included patients younger than 18 and those with incomplete diagnostic or follow-up data. A data collection form was generated, including all possible factors associated with mortality among patients with AMI. The study included 851 MI patients with a mean age of 58.78 years, primarily male participants. Survival analysis based on the days of hospitalization revealed that 30-day and 60-day survival rates post-hospitalization were 66.8% and 33.4%, respectively. Patients with acute MI of the anterior wall or other specific sites demonstrated significantly higher risks of mortality compared to those with unspecified acute MI. Elevated creatine kinase-myocardial band (CK-MB) levels and blood urea nitrogen (BUN) were also significantly associated with increased mortality risk. The findings highlighted an association between mortality and diabetes mellitus (DM) and transmural MI of the anterior wall. Significant differences between surviving and deceased patients were observed in several factors, including troponin, CK-MB, low-density lipoprotein (LDL), BUN, creatinine levels, age, and hospital stay duration. [ABSTRACT FROM AUTHOR]

Context: With the high prevalence of anterior cruciate ligament rupture among young and active individuals, rehabilitation after the injury and surgery should meet the current evidence-based recommendations to restore knee function and reduce the risk of further injury. This study aimed to investigate the current rehabilitation practices and return to sports (RTS) criteria after anterior cruciate ligament reconstruction (ACLR) among physical therapists in Saudi Arabia. Design: Online cross-sectional survey-based study. Methods: A total of 177 physical therapists in Saudi Arabia participated in this survey. The survey included questions about the preferred postoperative timing and frequency of rehabilitation, current views on the importance of preoperative and postoperative rehabilitation to the overall outcomes, the timeframe of RTS, and the decision-making process to RTS. Results: Most therapists (96.6%) believed preoperative rehabilitation was essential/important to postoperative outcomes. Two-thirds encouraged patients to start rehabilitation program within 1 to 4 days immediately post-ACLR. RTS was permitted 6 to 9 months post-ACLR by 60% of therapists if satisfied with patient progress and capacity. Factors considered before RTS included knee strength (72.9%), functional capacity (86.4%), lower limb and trunk mechanics (62.7%), and psychological readiness (42.2%). Knee strength was assessed by manual muscle testing (39%), handheld dynamometry (15.3%), and isokinetic dynamometer (13.6%). While 60% of the therapists used single-limbed hop for distance for evaluating functional capacity, only 27.1% used a hop test battery. Conclusions: The surveyed physical therapists in Saudi Arabia demonstrated variations in the current rehabilitation practices and RTS criteria post-ACLR. Over half of the surveyed therapists considered preoperative rehabilitation essential to postoperative outcomes. However, the therapists should update their perspective with current evidence-based practice regarding the RTS timeframe, psychological readiness assessment for RTS, and knee strength evaluation using objective measurements. [ABSTRACT FROM AUTHOR]

To overcome a shortage of female faculty members for teaching female students in a gender-segregated educational system, Saudi Arabian universities have assigned male faculty members to teach female students through videoconferencing. However, female students often do not prefer videoconferencing, and it does not reach an optimal level of satisfaction. Although students' ability to see an instructor's face might diminish this negativity, Saudi cultural norms do not encourage men to show women their faces. Therefore, this study aimed to explore the impact on female students' perceived social presence, satisfaction, and comprehension of showing male faculty members' faces during videoconferencing. The study used the quantitative method of a between-group "quasi"-experimental posttest-only design. Lasting 6 weeks and including 27 female graduate students, the study administered six tests to examine participants' comprehension and an online questionnaire to measure their perceived social presence and satisfaction. No differences between control and experimental groups were found for perceived social presence, satisfaction, or comprehension. Thus, researchers and practitioners should pay attention to opposite-gender instructor, segregated campuses, synchronized courses, gathering of students in same physical context, and conservative culture to provide effective distance education for gender-segregated institutions, as well as students with gender-segregated backgrounds when engaging in non-segregated distance education in the globalized world.

This study aims at providing a comprehensive account of the types of errors produced by Saudi EFL students enrolled in the preparatory year programe in their use of articles, based on the Surface Structure Taxonomies (SST) of errors. The study describes the types, frequency and sources of the definite and indefinite article errors in writing compositions. Data were collected from written samples of 150 students. They were given one-and-a-half hours to write on one of four different descriptive topics. Analysis of inter-lingual and intra-lingual sources of article errors revealed that the frequency of eliminating both the indefinite articles and the definite article was higher than the frequency of inserting and substituting one article with the other. The study also shows that errors of using "a" were more common than errors of using "an" and "the" in the writing texts. This result also indicates that L1 interference strongly influences the process of second language acquisition of the articles, having a negative effect on the learning process. Pedagogical practices including comparison of article use in learners' both language systems may improve learners' ability to use the articles correctly in writing and the other language skills.

The BBC Learning English website has become an important method of learning and studying English as a second language, a resource that enhances the importance of e-learning. The aim of the current research is to find Saudi students' knowledge of and attitude towards e-resources on BBC Learning English. The sample size was 28 participants (17 male and 11 female participants). The knowledge and attitude were assessed based on scales (from a questionnaire) and their outcomes were correlated with each other; the effect of gender, age and reason for learning were also assessed in relation to the knowledge and attitude variables. Using appropriate statistical tests it was found that there is a significant positive relationship between the knowledge of e-resources and the attitude towards them on BBC Learning English. Gender was not found to have an effect on the attitude scale; however age appeared to have a significant effect on the knowledge variable. The reason for learning English was not found to have an effect on the knowledge of e-resources.

Multisystemic inflammatory syndrome (Mis-C) has emerged in May 2020 as a serious complication of coronavirus disease (COVID-19) caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV2). A total of 6 children presented to tertiary care hospitals with Mis-C, of which 5 (83%) have died during hospitalization. All included patients presented with respiratory symptoms (ranged from mild to severe acute respiratory distress syndrome) and gastrointestinal symptoms. Most of the patients are known to have medical illnesses. Pediatric Risk of Mortality (PRISM) IV score ranged from 3 to 87. All patients developed acidosis and varying stages of acute kidney injury and electrolyte disturbances. All were treated for coagulopathy, thrombocytopenia, bacterial infections as well as antiviral medications (either ritonavir or lopinavir). Most patients had chest X-ray changes either unilateral or bilateral lung changes. Multisystemic inflammatory syndrome is a rare, yet serious complication of SARS-CoV2 infection in children. Multisystem involvement should be anticipated and promptly treated. [ABSTRACT FROM AUTHOR]

Background: Evidence on the association between early tooth eruption and a high incidence of dental caries is scarce and mixed. Therefore, this study aimed to assess the relationship between the timing of tooth eruption and development of dental caries in 229 children from six dental clinics in Qassim, Saudi Arabia. Methods: This was a descriptive, cross-sectional study involving 229 children from six dental clinics in Qassim, Saudi Arabia. The study was conducted in fluoridated area. Information regarding a child's age, sex, relevant medical history, maternal diseases, and medications administered during pregnancy was collected through in-person interviews. The eruption time of the first primary tooth was the main exposure variable, representing the potentioal predicator, whereas the decayed, missing, and filled surface (World Health Organization dmfs index) scores of primary teeth were the outcome variables, as they provided the necessary outcome measurements for assessing dental caries. Caries examinations were conducted by five calibrated dentists, and the dmfs scores were calculated. Analyses were conducted using Spearman correlation, and additional analyses were performed using the Kruskal–Wallis test. Results: Most participants started teething at the age of 6 months (29.7%; mean, 7.81 ± 2.59 months; range, 4–17 months), and no statistically significant correlations were found between the dental caries experience and time of eruption of the first tooth in the oral cavity. Conclusions: These results provide further evidence on the weak association between dental caries and early tooth eruption. However, further prospective, longitudinal, and randomised studies with a large sample are necessary to validate these findings. [ABSTRACT FROM AUTHOR]

Construction activities in Saudi Arabia have surged due to Vision 2030 programs, driving a widespread transformation. However, the pile construction sector still faces significant time and cost overruns, negatively impacting all stakeholders. Few studies have assessed the risks of pile installation by linking qualitative data on the time and cost of pile installation. This study aims to identify and investigate the critical risks affecting the timing and cost of pile construction projects in Saudi Arabia using principal component analysis (PCA). A comprehensive literature review was performed to identify the most common risk factors. Two questionnaire-based surveys were administered to construction experts to assess the likelihood of occurrence of each risk, which was classified into ten groups. Subsequently, for each group, PCA was applied to determine each component's local risk coefficient and eigenvalues. Subsequently, the components and values of the groups were collected and utilized as input data to apply PCA at higher levels to compute the group coefficients. Finally, risk weights were computed and ranked. The main results revealed that construction and equipment risks were the two most significant groups. Alternatively, the risks in the insignificant group were external political and government risks. The three most significant risks were inefficient workers causing rework and waiting time, slow down and/or failure in logistics facilities, and inefficiency in pouring concrete. The study findings are expected to enhance decision-making capabilities by comprehensively understanding the factors influencing pile foundation projects, enabling effective scheduling and robust control measures. [ABSTRACT FROM AUTHOR]

Background: Dental photography has many advantages such as improving professional communication, enhancing patient education, and facilitating treatment acceptance. This study investigated the impact of dental photography through social media on patients' choice of dental care providers. Methods: This cross-sectional survey-based study recruited a convenience sample of adult patients attending selected public and private dental facilities in Saudi Arabia. Data was collected using an online self-administered questionnaire. Participants received the link to the questionnaire through social media of their treating dentists. Results: A total of 552 completed the survey of whom 289 (52.4%) aged 18–25 years, 291 (52.7%) were males, 336 (60.9%) were bachelors, and the majority 448 (81.2%) had a postgraduate degree. Snapchat was the most commonly used social networking application, n = 190 (34.4%). Females reported they were more likely to report that seeing the previous cases affect their choice of a dentist (2.025(1.253–3.274)) and that social media can affect their choice as well (1.787(1.219–2.621)). While those who never visited the dentist were less likely (0.622(0.395–0.978)) to support the use of dental photography and less likely (0.579(0.362–0.926)) to report that social media affect their choice of a dentist. Instagram was found to be a significant platform for selecting a dentist (OR = 1.132, range; 0.608–2.11) (p-0.05). Conclusion: The presence of the dentist in social networking sites and sharing of their pre-post treatment cases can be an effective marketing tool especially among females and Instagram users. [ABSTRACT FROM AUTHOR]

ABSTRACT: Background: Internet gaming disorder (IGD) or video gaming has been considered by World Health Organization (WHO) and American Psychiatric Association (APA) as a disease. WHO defines IGD as a disease with a pattern of uncontrollable gaming behavior, characterized by increasing priority given to gaming over other activities to the point that gaming takes precedence over most interests and activities of daily living. Objectives: This research aims to estimate the prevalence and examine the association of IGD scores with gender, age, sleeping hours, academic performance, and occurrence of arguing with others post-gaming among college students. Methods: A cross-sectional study was conducted in October 2022 at (IMSIU), Riyadh, Saudi Arabia. A total of 1005 college students filled out an online self-administered questionnaire developed based on an extensive literature review and pilot study. Results: More than two-thirds (76.1%) of students are active gamers. The majority (65.8%) reported no effects of gaming on daily activities. yet, one-third considered games as the most daily time-consuming activity. The majority are playing games to relieve stress. Interestingly, male and senior students had the highest IGD scores (P = 0.017, P = 0.072, respectively). Unfortunately, there were associations between high IGD scores and having fewer sleeping hours as well as low academic performance (P = 0.046, P = 0.047, respectively). Negative social effects include arguing after gaming was significantly linked with higher IGD scores (P < 0.001). Conclusion: IGD was prevalent among college students. There was no impact of games on students' daily activities; however, gaming was the most time-consuming part of daily activity for the remaining students. Most college students were playing games to feel better. Higher IGD score was associated with male, senior students, less sleeping hours, poor academic performance, and post-gaming arguments with others. [ABSTRACT FROM AUTHOR]

Objective: This paper aims to develop a biosimilar value framework with local stakeholders in Gulf Cooperation Council (GCC) countries. Methods: A convenience sample of ten key opinion leaders from the United Arab Emirates, Kingdom of Saudi Arabia, Kuwait, Oman and Qatar participated in an expert panel meeting in November 2022 that examined factors positively influencing biosimilar adoption in these countries. The discussion was structured around a conceptual biosimilar value framework and an overview of biosimilar policies as derived from a targeted review of the peer-reviewed and grey literature. Results: The expert panel agreed on a biosimilar value framework for the GCC countries that is founded on trust, cost savings and contextual considerations. They emphasized the importance of launching educational initiatives that build trust in and expand knowledge of all stakeholders about biosimilars. This also includes making stakeholders aware of the various value propositions of biosimilars as an instrument to produce, for example, cost savings. Finally, they stressed that biosimilar adoption is influenced by contextual factors such as incentives and implementation efforts. Conclusion: Our proposed biosimilars value framekwork is the first set of recommendations in the Arab countries designed to help policymakers and decision-makers promote biosimilar adoption, both in high-income GCC countries and in low- and middle-income countries. [ABSTRACT FROM AUTHOR]