This article explores the research question: ‘What are ChatGPT’s human-like traits as perceived by society?’ Thematic analyses of insights from 452 individuals worldwide yielded two categories of traits. Category 1 entails social traits, where ChatGPT embodies the social roles of ‘author’ (imitating human phrasing and paraphrasing practices) and ‘interactor’ (simulating human collaboration and emotion). Category 2 encompasses political traits, with ChatGPT assuming the political roles of ‘agent’ (emulating human cognition and identity) and ‘influencer’ (mimicking human diplomacy and consultation). When asked, ChatGPT confirmed the possession of these human-like traits (except for one trait). Thus, ChatGPT displays human-like qualities, humanising itself through the ‘game of algorithms’. It transcends its inherent technical essence and machine-based origins to manifest as a ‘semi-human’ living actor within human society, showcasing the emergence of semi-humans. Therefore, researchers should redirect their attention towards the ‘sociology of semi-humans’ (studying their socio-political traits) beyond the ‘biology of semi-humans’ (examining their technical traits). While medieval society was captivated by mythical semi-human beings (e.g. mermaids), modern society finds itself increasingly captivated by computational semi-human beings like ChatGPT. Ethical concerns arise as semi-humans impersonate human traits without consent or genuine human existence, blurring the boundaries between what is authentically and artificially ‘human’.

Despite a plethora of research on students’ experiences of electronic (e) learning amid COVID-19 in higher education institutions (HEI), limited research has recognized the differences between students based on their gender. This research aims to examine the differences between students regarding their e-learning experiences amid COVID-19, especially in a gender-segregated culture where female students do not have full access to conventional learning as their male counterparts do, albeit they often have more access to technology-based learning. A total of 1200 online questionnaires were analyzed from students (600 male and 600 female) in public universities in Saudi Arabia, which tend to use Blackboard to sustain their communication with students and e-learning amid COVID-19. The results of structural model and multi-group analysis using AMOS supported all the research hypotheses. The results showed that the path coefficients and significant values were higher among female students than among male students. Additionally, the explanatory power of the male structural model regarding the e-learning experience (0.58) was lower than that of the structural model of female students (0.85), reflecting a higher explanatory power to explain the e-learning experience. The research findings have numerous theoretical and practical implications, especially in gender-segregated cultures.

This study explores the essential competencies required for effective school leadership in Oman through a qualitative approach based on semi-structured interviews. Guided by a validated theoretical framework of core competencies for school principals, the research involved 50 experts from the Ministry of Education with specializations in educational supervision and administration. Data collection instruments were reviewed by specialists and pilot-tested to ensure clarity and relevance. The findings revealed a layered understanding of leadership competencies, where experts distinguished between general competencies expected of all school principals, specialized competencies commonly observed among high-performing leaders, and a refined set of critical competencies identified as essential for achieving effective and sustainable school leadership. Among these, ten key domains were emphasized, including instructional leadership, strategic planning, and communication skills. The study highlights noticeable gaps in current leadership practices and emphasizes the urgent need for structured, targeted professional development programs. These findings contribute to both local and international discourse on educational leadership and provide actionable insights for enhancing leadership preparation, school administration, and policy-making in the education sector.

Many studies indicate the importance of the management and nurturing of giftedness. They also focus on talent development, primarily, where the main objective is enhancing academic abilities. To achieve this goal, it is necessary to explore the reality of faculty members’ application of talent development standards; this is necessary for laying the practical foundations to enhance the academic abilities of talented students according to the standards for verifying quality, and for clarifying the skills and concepts that are taught. The current study was based on the opinions of 122 faculty members from Saudi public universities who had experiences with gifted students, whereby they answered the following question: Do faculty members apply the standards for developing gifted students at universities? The data were collected by developing an instrument. The data were analyzed using descriptive statistics that mostly showed the reality of the application of the selected gifted development standards. The results of the perceptions of the faculty members participating in the study showed differences in the application of the proposed gifted development standards according to their academic rank.

The Role of Teachers and Coordinators of Gifted Students’ in Developing their Students’ Leadership Abilities in High Schools

Universities can make significant gains in two very important areas: food security and environmental sustainability. However, the results will not come by themselves, as policies and educational and learning activities can contribute to these gains. The current study aimed to explore the role of universities in enhancing the sustainability of food security, which is necessary to lay the scientific foundations for the universities’ approaches in the service of development. The current study was based on the opinions of 272 faculty members from Saudi public universities. The data were collected using a developed questionnaire and analyzed using descriptive statistics. The results of the study showed that the level of a university’s role was high in promoting the sustainability of food security in the fields of education and learning and policies and regulations. It also showed that there were no differences in the study sample’s estimations of this role according to gender. In addition, there were differences in the levels of the role of universities in achieving sustainable food security between faculties, with the humanities in favor of this role. The authors of this study recommend that universities adopt an educational policy that includes specific measures that support the sustainability of food security and are linked to the state’s general plans in this field, as well as being reflected in the courses and activities they provide to students.