This study aims to examine the perspectives of various stakeholders, such as students and educators, on the use of artificial intelligence in teaching mathematics, specifically after the launch of ChatGPT. The study adopts a qualitative case study approach consisting of two stages: content analysis of interviews and investigation of user experience. The first stage of the study shows that ChatGPT is recognized for its improved math capabilities and ability to increase educational success by providing users with basic knowledge of mathematics and various topics. ChatGPT can offer comprehensive instruction and assistance in the study of geometry, and the public discourse on social media is generally positive, with enthusiasm for the use of ChatGPT in teaching mathematics and educational settings. However, there are also voices that approach using ChatGPT in educational settings with caution. In the second stage of the study, the investigation of user experiences through three educational scenarios revealed various issues. ChatGPT lacks a deep understanding of geometry and cannot effectively correct misconceptions. The accuracy and effectiveness of ChatGPT solutions may depend on the complexity of the equation, input data, and the instructions given to ChatGPT. ChatGPT is expected to become more efficient in resolving increasingly complex mathematical problems. The results of this investigation propose a number of avenues for research that ought to be explored in order to guarantee the secure and conscientious integration of chatbots, especially ChatGPT, into mathematics education and learning.

This study aims to review the existing literature on using ChatGPT in academic writing and its implications regarding plagiarism. Various databases, including Scopus, Google Scholar, ScienceDirect, and ProQuest, were searched using specific keywords related to ChatGPT in academia, academic research, higher education, academic publishing, and ethical challenges. The review provides an overview of studies investigating the use of ChatGPT in academic writing and its potential association with plagiarism. The results of this study contribute to our understanding of the use and misuse of ChatGPT in academic writing, considering the growing concern regarding plagiarism in higher education. The findings suggest that ChatGPT can be a valuable writing tool; however, it is crucial to follow responsible practices to uphold academic integrity and ensure ethical use. Properly citing and attributing ChatGPT’s contribution is essential in recognizing its role, preventing plagiarism, and upholding the principles of scholarly writing. By adhering to established citation guidelines, authors can maximize ChatGPT’s benefits while maintaining responsible usage.

The study aimed to examine the influence of ChatGPT on the academic performance and learning perception of eleventh-grade students in a United Arab Emirates school in the field of electronic magnetism. The participants were randomly divided into two groups: an experimental group granted access to ChatGPT and a control group without access to ChatGPT. The research spanned four weeks, during which the experimental group was instructed to utilize ChatGPT whenever they required assistance with the course content. The study employed a mixed-methods design, collecting both quantitative and qualitative data to assess the impact of ChatGPT on student learning and perception. Quantitative data was gathered through pre-/post-test surveys, measuring participants’ course achievement and perception of learning with ChatGPT. Qualitative data was collected via open-ended survey questions, allowing participants to provide feedback and suggestions for improvement. The study revealed that ChatGPT had a positive influence on student achievement and perception of learning in the field of electronic magnetism. The experimental group displayed significant enhancements in their scores on the post-test measuring the impact of ChatGPT on student achievement, exhibiting higher mean scores across all subscales compared to the control group. Furthermore, both male and female participants acknowledged ChatGPT as a valuable learning tool, offering suggestions for enhancing its functionality. The study suggests that ChatGPT is an effective tool for enhancing student learning and achievement in specific academic domains. However, further research is needed to explore its generalizability to other contexts and disciplines, as well as to address potential challenges and limitations of ChatGPT use in education.

The purpose of this study is to determine whether smart applications can help students in the United Arab Emirates (UAE) acquire higher levels of proficiency in scientific ideas. To do this, 120 eighth-graders (the last year of the second cycle) from schools in UAE city of Al Ain participated in a quasi-experimental study. These students were divided into two equal groups at random: a test group that studied with the aid of technology, and a control group that learned through the conventional classroom technique. A test on scientific concepts and intelligent applications based on the educational program served as study aids. The findings of the scientific-concept accomplishment test revealed statistically significant differences between the mean scores for the two groups, favoring the experimental group. As a result of the type of smart application used, particularly Alef platform in comparison to the Boclips and Connect platforms, the results also showed statistically significant differences between the mean scores for the experimental group students’ achievement level regarding scientific concepts. The researcher advises incorporating smart applications into the educational process in light of these findings, particularly when instructing scientific topics.

This study examines how science teachers experience integrating science, technology, engineering, and mathematics (STEM) approaches into their teaching. In addition, it further examines the encountered challenges in this regard to shed light on STEM current practices within the context of United Arab Emirates (UAE). This study consists of two stages; the first involved collecting qualitative data using semi-structured interviews to explore three science teachers’ perceptions and lived experiences having infused STEM into their regular teaching in cycle 2 for more than two years. Quantitative data were collected and analyzed in the second phase via the developed closed-ended questionnaire to examine teachers’ perceptions across a larger sample regarding “challenges encountered by teachers when implementing STEM teaching”. Research findings showed that science teachers generally have a positive attitude towards using STEM-based activities. In addition, data revealed that participants implement integrated STEM into their teaching frequently and regularly. Results also indicated teachers encounter challenges while implementing STEM: documentation, the vast curriculum content, and lack of time. Moreover, external challenges (i.e., the lack of supportive guidelines) rather than teachers’ competency (i.e., having sufficient knowledge and skills for implementing STEM teaching) appeared to have the highest impending impact. Finally, we discuss findings and presented implications for teachers, educators, and policymakers.

This study aimed to determine the extent to which fourth-grade students in the United Arab Emirates (UAE) are able to develop their reading comprehension and creative writing abilities. The study used a quasi-experimental approach to achieve the study objectives, and the sample included (120) male and female students, who were divided equally into two groups: a control group and an experimental group. As a result of the differences observed between the tribal and remote measurements, favoring the dimensional measurements of the experimental group, the results of the study indicated that the use of digital learning platforms (Teams, platform LMS, Nahla and Nahil) led to an improvement in the students’ levels of achievement in reading and writing. The results showed statistically significant differences in the students’ performance in literacy skills, reading and writing, between students learning via digital environment and those learning using traditional methods, with these differences favoring the digital environment. It is recommended that students’ needs and learning styles be met by shifting towards a digital environment, but gradually and cautiously.