Nature of science (NOS) is a global conception of the infrastructure of science and, therefore, forms the foundation for teaching and learning science, especially for preservice teachers who are expected to have the proper understanding of NOS to thoughtfully emphasize NOS within their instruction to students. However, studies investigating UAE science preservice teachers’ views of NOS through the macro-lens of the Reconceptualized Family Resemblance Approach to Nature of Science (RFN) are limited. This study, therefore, aims to determine the current state of UAE preservice teachers’ (N = 130) understanding of the NOS and NOS instruction. Results obtained from the RFN 70-item questionnaire demonstrate that teachers were mostly informed about issues pertaining to the social-institutional aspects compared to aspects related to the cognitive-epistemic nature of science. Although teachers appeared to hold informed perceptions on certain aspects of NOS across the RFN scales and subscales, they had mixed views, as well as misconceptions on other particular aspects of NOS (i.e., the role of bias, gender, and politics on scientific knowledge, the existence of a universal scientific method, and the distinction between laws and theories). Practical and pedagogical implications for teaching and an agenda for further research are discussed.

Research indicates that teachers lack a sophisticated understanding of Nature of Science (NOS), which in turn, can impact their instructional decisions and students’ understanding of NOS. The aim of the study was to investigate United Arab Emirates (UAE) early years’ science teacher’s (N = 433) perceptions about the NOS. Results obtained from a 70-item questionnaire revealed that teachers have an adequate understanding on many aspects related to science and NOS, especially those pertaining to the ‘Social-Institutional’, ‘Scientific Practices’ and ‘Educational Applications’ categories. However, varied perceptions were found on some key concepts such as the role of bias and prejudices on scientific facts, the employment of same scientific practices across different branches of science, and the influence of politics in science. Misconceptions on particular aspects of NOS were also recognised (e.g. the distinction between laws and theories and the fixed nature of procedures followed in experiments). The findings suggest practical and pedagogical implications for teaching and outline an agenda for further research.

Most researchers agree that verbally gifted learners should be provided with differentiated curriculum experiences that will allow them to reach their full potential. However, research is scarce in the field. The present study examined the impact of a reading enrichment program on fourth-grade students’ critical reading abilities. The program was based on the Integrated Curriculum Model (ICM). The sample consisted of forty fourth-grade verbally gifted students from a school in Dubai, who were randomly assigned to either an experimental instruction condition or a traditional instruction condition and completed pre and post-tests of language arts. A pre-and post-experimental design was used. The overall results indicated the efficacy of the differentiated enrichment program in enhancing Emirati gifted learners’ critical reading abilities. The study also provides a framework for better provision and teacher training planning regarding gifted education in the UAE.

Background: Intellectual disability (ID) involves impairment of general mental abilities, restricting the participation of individuals in conceptual, social and practical activities. Consequently, rehabilitation services are critical in efforts towards promoting the social and educational inclusion of persons with ID. However, the preparedness of health professionals in performing such a role depends on their perceptions of individuals with ID. Ajzen’s theory of planned behaviour was used as theoretical framework to understand the relationship between the perceived attitude and self-efficacy of healthcare students towards persons with ID. Method: A cross-sectional survey was conducted among healthcare students (N = 328) in a Ghanaian university. The Community Living Attitude Scale for ID(CLAS-ID) and General Self-efficacy (GSE) Scale were employed to assess their attitudes and self-efficacy towards people with ID respectively. The data were analysed using SPSS and AMOS and were subjected to a t-test, ANOVA, correlation and regression. Result: The healthcare students were ambivalent about both self-efficacy and attitudes towards persons with ID, and there was correlation between attitudes and self-efficacy. Attitudes and self-efficacy also varied across the demographic characteristics of the respondents including age, having a relative with ID, level of study, religion, and programme of study. Conclusion: The study underscores the necessity for healthcare curriculum reform and provides corresponding recommendations. The study emphasizes the importance of enhancing healthcare students' understanding of ID, changing their attitudes, and bolstering their self-efficacy. This is crucial to foster positive attitudes, confidence in providing support to individuals with ID, and raising awareness within the broader community. To achieve this, health educators are encouraged to incorporate exposure to individuals with ID into healthcare students' training, along with more structured field experiences designed to increase their contact and interaction with individuals with ID. Such initiatives would enable students to better understand the uniqueness and requirements of individuals with ID.

Research on trauma-informed practices is common in Western countries, but non-Western countries have made minimal contributions in this regard. This study aimed to develop an instrument which could be used to measure perceived competence of teachers in the implementation of trauma-informed practices for students with disabilities in Ghana and the United Arab Emirates (UAE). The Teacher Trauma Management Scale (TTMS), developed using the trauma framework by the Substance Abuse and Mental Health Services Administration was used to collect data from 514 teachers in Ghana (n 270) and the UAE (n = 244). Data were subjected to confirmatory factor analysis) and a two-way factorial analysis of variance was conducted. While one hypothesis was supported by the study findings, the other was only partially supported. The findings provided theoretical and structural support for the newly developed TTMS in a non-Western context. This study highlights the need to develop contextual trauma management training models or a curriculum for training teachers.