The COVID-19 virus has altered the nature of education. These modifications may be reversed once universities reopen. Nevertheless, a few of these modifications afford novel options to match pre-COVID-19 suggestions. This study’s purpose is to study staff members’ perceptions of online teaching during COVID-19, describe future projections regarding teaching, and identify the drivers of change in the future learning environment. The study community represents faculty staff in Saudi universities. The sample consisted of 127 faculty staff in nine Saudi universities. Participants had positive perceptions of the usage of e-learning platforms during COVID-19 according to data analysis (though negative experiences existed). Future research must focus on the subtle challenges of aligning theoretical and methodological designs to appropriately analyze the phenomenon under inquiry while contributing to a well-executed body of research in the field of educational technology. Future study is required to determine how teachers perceive information and communications technology (ICT) trading strategies in the light of COVID-19.

This study aimed to examine the psychometric properties of the Arabic version of a short version of the Reinforcement Sensitivity Theory of Personality Questionnaire (RST-PQ-S) among a sample of 700 patients with anxiety disorders (53.1% were female). Participants completed the RST-PQ-S, NEO-FFI, Positive Mental Health (PMH), and Kessler Psychological Distress scale. Both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were employed to test the construct validity of the scale. This study also utilized a network perspective, incorporating Exploratory Graph Analysis (EGA) and centrality measures. As a result of the EFA and CFA, it was determined that the scale consists of 22 items and six subdimensions. These subdimensions were named as follows: “Flight Fight-Freeze System”, “Behavioral Inhibition System”, “Reward Interest”, “Reward Reactivity”, “Goal-Drive Persistence”, and “Impulsivity”. Additionally, the network analysis’s findings confirmed the six-factor structure derived from the construct validity assessment. The results of this study demonstrated that the Arabic version of the personality scale is a valid and reliable tool for assessing personality in Arabic-speaking individuals with anxiety disorders. It has the potential to serve as an important diagnostic instrument in clinical and research settings. These findings may assist psychologists and clinicians in Arabic-speaking countries to better understand how the personality traits and anxiety disorders are related.

This study examines the dynamic interplay between social intelligence and critical thinking among faculty members at Jordanian universities, framed within an educational psychology perspective. Employing a descriptivecorrelational design, data were gathered from 357 faculty members using rigorously validated measures of social intelligence (comprising Social Information Processing, Social Skills, and Social Awareness) and critical thinking (encompassing Analysis, Interpretation, Evaluation, Inference, and Self-Regulation). Results revealed robust positive correlations among most subscales, with gender differences favoring female faculty and significant variation across academic ranks, as confirmed by independent samples t-tests and multivariate analysis of variance (MANOVA). Partial correlation analyses and network modeling were applied to elucidate underlying structural relationships further. The network approach identified Interpretation, Social Skills, and Self-Regulation as pivotal nodes, underscoring their critical role in integrating social and cognitive faculties. These key constructs represent strategic leverage points for faculty development programs designed to foster enhanced pedagogical and research capabilities. Collectively, findings highlight the synergistic nexus of social and cognitive competencies within academic settings and demonstrate the value of network-based analytical frameworks for advancing educational research.

Background: The integration of artificial intelligence (AI) into higher education has accelerated, yet little is known about the psychological mechanisms underlying students’ reliance on AI. This study conceptualizes AI dependency as a complex cognitive–motivational construct that extends beyond mere usage, influencing anxiety, digital stress, and quality of life. Methods: A total of 521 participants (predominantly undergraduate, 80% female) were recruited via snowball sampling at King Abdulaziz University. Self-administered standardized instruments assessed AI dependency, AI-related general anxiety, digital stress, and quality of life. A network analysis approach was employed to examine the interrelations among AI dependency, cognitive offloading, anxiety, availability pressure, FoMO, digital overload, digital vigilance, social acceptance anxiety, and quality of life among university students. This approach allowed identification of central variables and conditional interactions within a dynamic psychological system. Results: AI dependency emerged as a central node in the network, showing strong conditional associations with various digital stressors, including digital vigilance and fear of missing out. Anxiety appeared to occupy a bridging position in the network, linking cognitive reliance to environmental pressures, while these patterns of association were, in turn, related to reduced quality of life. Social acceptance anxiety translated cognitive pressures into relational–identity concerns, and cumulative effects manifested in reduced quality of life. The network revealed non-linear, conditional associations, highlighting that the psychological impact of AI dependency is mediated by cognitive, motivational, and contextual factors rather than by direct usage intensity alone. Conclusions: AI dependency is not a neutral or purely functional behavior but a central psychological construct with both potential advantages, such as reduced cognitive load and increased efficiency, and risks, including diminished autonomy, heightened anxiety, and long-term digital strain. These findings offer a culturally contextualized model for understanding AI’s influence on student well-being and provide a framework for interventions that target central nodes in the network to promote healthier engagement with AI in academic settings.

الملخص: تستعرض هذه الدراسة العلاقات المعقدة بين الدافعية الاستقلالية، وإدراك الهدف، والشغف الأكاديمي بين طلاب علم النفس في كليات التربية، في ضوء إصلاحات التعليم الثانوي العام المصري لعام 2024/2025. باستخدام المنهج الوصفي الارتباطي وتصميم الدراسات المستعرضة، تم جمع البيانات على عينة بلغت 362 طالبًا من كليات التربية بجامعات قناة السويس، جامعة كفر الشيخ، وجامعة بورسعيد. وكشفت الدراسة عن وجود ارتباطات إيجابية بين الشغف الأكاديمي، والدافعية المحددة (r = .437) والدافعية الداخلية (r = .431). بالإضافة إلى ذلك، يبرز تحليل الانحدار أن الدافعية المحدد(β = .257, p < .001) ، والدافعية الداخلية (β = .210, p = .001)، إلى جانب إدراك الهدف(β = .165, p < .001) منبئات بالشغف الأكاديمي. وتُسلط هذه النتائج الضوء على الدور الحاسم في تعزيز الدافعية الاستقلالية والادراك الاستراتيجي نحو الهدف لزيادة الاندماج الأكاديمي والحماسة بين الطلاب. وتشمل التوصيات للممارسات التعليمية تنفيذ برامج تستهدف تعزيز الدافعية الداخلية والمحددة، مما قد يسهم بشكل كبير في تحسين الأداء الأكاديمي ورفع مستوى الرضا في التخصصات التي يختارها الطلاب.

هدفت الدراسة إلى التحقق من اسهام اكتساب المخططات المعرفية والتفكير الرياضي وقلق الرياضيات للتنبؤ بالإحجام عن حل مشكلات الديناميكا لدى طلاب المرحلة الثانوية. اعتمدت الدراسة على المنهج الوصفي الارتباطي. وتكونت عينة الدراسة من 120 طالبا وطالبة اختيرت مقصودة من طلاب القسم العلمي تخصص الرياضيات من دارسي الديناميكا. تراوحت أعمار العينة بين 16 إلى 18 عاماً بمتوسط عمري 16.2 عاماً. استخدمت الدراسة الاحجام عن حل مشكلات الديناميكا لـ Ahmad (2021)، ومقياس قلق الرياضيات لــ Bai (2011)، ومقياس التفكير الحسابي في الرياضيات لـ Tsai et al. (2021)، وذلك بعد تكييفه على فرع الديناميكا، و قام الباحث بإعداد مقياس اكتساب المعرفة الرياضية في ضوء الدراسات السابقة. وباستخدام التحليل العاملي ثبتت مصداقية المقاييس. وقد تم تقدير معاملات ارتباط بيرسون للعلاقات بين متغيرات الدراسة و وجدت علاقة موجبة بين الاحجام وبين التلخيص الدلالي والقلق السلبي، بينما كانت العلاقة سلبية بين الاحجام والقلق الدافعي. كما تم استخدم تحليل الانحدار المتعدد في الدراسة و من ثم الوصول إلى النتائج التي خلصت إلى أن التلخيص الرمزي والقلق السلبي منبئات إيجابية بالإحجام عن حل مشكلات...