Currently, Qatar is implementing an educational reform to enhance teaching and learning in public and private schools. The Qatar National School Accreditation significantly impacted Qatar's private schools, requiring teachers to implement various mandated educational changes. Using House (1981) types of social support, this qualitative, phenomenological study was designed to explore teachers' understandings regarding the social and professional support they need to implement educational change at an international school in Qatar. To help teachers engage in change, findings revealed that educational leaders need to heed teacher wellbeing during educational reform, educational change should be contextualized and tailored to the needs of teachers, and support should be offered to reduce teachers' stress and facilitate the change process. Recommendations for educational leaders trying to help teachers implement mandated educational change are provided in light of the derived findings.

In terms of artificial intelligence (AI) applications, chatbot-based AI such as ChatGPT have the potential to improve students’ academic well-being and success. Despite the wide spread of chatbot-based AI development, no studies have explored their correlation with psychological constructs in the realm of education. This study aimed to measure the academic intensity use of chatbot-based AI and academic well-being among undergraduates and investigate the correlation between these constructs. The data was gathered using a self-administered web-based questionnaire, which includes the Academic Well-Being Scale and the developed academic intensity use of chatbot-based AI scale (AIUCA). The study sample consists of 340 undergraduates from the School of Educational Science. The findings revealed a moderate level of usage of chatbot-based AI and a moderate level of academic well-being among undergraduates. It also demonstrated a significant positive correlation (r = 0.68) between the intensity use of chatbot-based AI and academic well-being (p < 0.01). These results recommend decision-makers in higher education encourage students to integrate chatbot-based AI with their learning processes and activities to improve their academic well-being.

Research indicates that parental involvement provides numerous benefits that increase students’ academic performance. Therefore, it is important to understand why some parents are involved in their children's education and the possible barriers that prevent other parents from engaging with schools. This study examines parents’ perspectives regarding their involvement in public schools in the State of Qatar. Four hundred and seventy-four Qatari parents completed a self-reported survey questionnaire, reporting their views and opinions regarding their participation in their child’s education at school and home and the aspects of schooling in which they are involved. Results from factor analysis identified two main predictors of parental involvement in this current study: time spent on homework and communication with the school. Results also indicated that the perceived quality of education was also associated with parental involvement. The article concludes with recommendations for future study and research for policy and decision-making.

This study sought to identify the barriers to effective teaching from the perspective of teachers in Qatar's government schools. This study used survey questionnaire data from the Qatar Education Study 2018, a nationally representative sample of 424 school teachers, to determine what they consider the top barriers facing them as they work to provide effective instruction. The current study seeks to understand how the five different systems of the ecological systems theory influence effective teaching in the context of Qatar. Based on Stata 16 data analyses, percentages and mean ratings were used to identify salient barriers to effective teaching. Results indicated that student‐related barriers, such as motivation and differing student abilities, and school‐related barriers, including teachers' workload, influence effective instruction. A discussion of pertinent results is offered, and relevant recommendations for policy‐making intervention and calls for future study and research are provided.