Distance learning self-efficacy is the realistic awareness of the individual’s cognitive, emotional, and social capabilities, ability to solve problems, preferred thinking style, confidence in himself, and handling of desirable and difficult life activities in online learning environments. The current study aimed to construct and develop a distance learning self-efficacy scale for university students. To achieve this goal, a distance learning self-efficacy scale was constructed after reviewing the literature, namely theoretical and scientific frameworks regarding scales of self-efficacy in Arab and foreign environments. The current research reached a set of dimensions that are comprehensive and include most aspects of distance learning self-efficacy processes. The scale was piloted with 200 undergraduate students to verify validity and reliability. To verify the psychometric properties of the scale in preparation for its development, the final version of the scale was applied to a study sample of 1800 students. The results showed that the scale has good psychometric properties. This is indicated by the results of the Rasch model analysis, as well as the results of the confirmatory factor analysis of the agreement of the indicators of a good fit with the main dimensions of the scale. This means that the scale is valid as a tool for evaluating distance learning systems and that it can be used on learners in online learning environments.

The widespread adoption and expansion of distance learning necessitates the consideration of issues related to learning passion, which is the strong desire of learners towards a specific activity of high value and meaning that enables the use of relevant cognitive and behavioral strategies to acquire, store, apply, share, use, absorb, and create knowledge. The current study aimed to measure learners’ practices of learning emotion processes, knowledge management, and organization in distance learning environments using tangible indicators. The study utilized a descriptive correlational approach to identify the effects of the study variables, including learning emotion (harmonious passion—emotional obsession), on knowledge management through the mediating role of self-regulation in distance learning environments. The results show that learners’ practices of learning emotion processes, knowledge management, and organization in distance learning environments were higher than average, and there was a significant correlation between emotion, self-regulation, and knowledge management. Additionally, learning emotion (harmonious passion and emotional obsession) had a statistically significant effect on self-organization processes and knowledge management. Structural equation modeling analysis confirmed the validity of the proposed path model, indicating that self-regulation plays a crucial role in mediating the relationship between emotion and knowledge management in distance learning environments.

This study inspected how techno-competence in artificial intelligence (AI)-driven evaluations affected EFL learners’ boredom, self-esteem, and writing skills. To do so, 66 Saudi Arabian male students from Saudi Arabia participated in the study. They were then split into the experimental group (EG) and the control group (CG). While the CG was assessed using conventional techniques, the EG was subjected to AI-enhanced assessments. Pre- and post-assessments were used to gauge the students’ degrees of boredom, writing proficiency, and self-esteem. The results showed that for every variable measured, the EG performed better than the CG. In particular, participants’ levels of boredom decreased, their self-esteem was raised, and their writing abilities improved when AI was used in the evaluations. These outcomes imply that incorporating AI-based assessments in language learning can foster a more supportive and engaging milieu, leading to better educational results. This research highlights the potential of techno-competence in AI to transform the academic landscape, especially in language assessment, by addressing learners’ needs and developing overall learning experiences. However, the research’s limitations, including a small and homogenous sample, a short study duration, and the focus on specific skills, highlight the need for further research.

Gamification, in education is a method that boosts pupil participation and drive by encouraging the growth of analytical and creative thinking abilities through the integration of gaming components into the learning process. The impact of gamification on enhancing reading skills in second grade students was investigated in this research study as this phase is pivotal for language and cognitive growth. A selective group of 104 students was split into two groups, for the study – one receiving instruction while the other followed conventional teaching approaches. A comprehensive test measuring creative reading skills—covering fluency, originality, and flexibility—was administered to both groups before and after the intervention, ensuring its validity and reliability. The results demonstrated that students exposed to gamified learning showed significant improvements in creative reading skills compared to those in the traditional group, particularly in fluency, originality, and flexibility. However, no statistically significant differences in skills acquisition were found based on school type, suggesting that gamified learning is effective across diverse learning settings. The research highlights the significance of incorporating gamification, in curricula to boost student participation and innovation. It suggests teacher education to apply these methods. Through learning that creates an engaging atmosphere it not only improves students’ imaginative reading skills but also encourages analytical thinking. They provide a fun learning environment that aligns with learning objectives.

This research focused on comparing the effectiveness of the flipped classroom method with traditional methods as a learning approach to improve reading comprehension across four areas: literal, inferential, critical, and creative comprehension. The research sample consisted of 186 pupils from Syrian refugee students within Syrian refugee schools, as there are schools specifically for Syrian pupils in northern Jordan supported by the United Nations. This study used a quasi-experimental design, where the research sample was divided into two groups: the experimental group, which was taught using the flipped classroom approach, and the control group, which used traditional methods. Data were gathered through a specially designed reading comprehension skills test, which was adapted for this study. The results revealed that the flipped classroom strategy significantly improved pupils' reading comprehension levels across all dimensions at a significance level of (p≤0.05). The experimental group confirmed notable progress in their capability to comprehend clear textual information, analyse and understand content collaboratively, assess texts critically, and express creative explanations. Furthermore, the results indicated that pupils maintained their reading comprehension skills over time, showcasing the flipped classroom's effectiveness in promoting sustainable learning outcomes. The results encourage broader adoption of flipped class strategy in reading instruction, urging teachers to create dynamic, pupil-centered learning experiences. Furthermore, the study highlights the importance of continuously assessing learning curricula to meet pupils' evolving needs and emphasizes the potential for further research on the long-term effects of the flipped classroom concept across various academic disciplines.

This study aims to evaluate and develop the mathematics teacher preparation program at the College of Education in Sohag, utilizing a set of national and international standards. The primary objectives include diagnosing the current state of the program, establishing clear goals, standards, and skills for mathematics teacher preparation, and identifying strengths and weaknesses. The evaluation results highlight notable strengths, such as the presence of experienced faculty members with diverse backgrounds and the program's success in fostering positive attitudes towards the teaching profession. Additionally, the availability of various laboratories enhances students' academic and professional readiness. However, the study also identifies important weaknesses, including a traditionalist approach that fails to keep pace with current advancements. The objectives and standards of the program are found to be unclear and general, lacking specificity in the desired skills and competencies for teacher preparation. The study further reveals a lack of comprehensive descriptions and objectives for academic courses, insufficient emphasis on incorporating educational innovations into the curriculum, and a weak connection between the scientific content of the program and practical teaching applications. Additionally, the evaluation methods employed in the current program are deemed in need of development and diversification, as they primarily focus on rote memorization rather than measuring deeper understanding and application of knowledge. The creation of a comprehensive guide for the "Mathematics Teacher Preparation Program" underscores the crucial role of teachers as fundamental elements in the educational process. The guide has been meticulously developed using scientific methods, aiming to address a gap in the internal regulations of the College of Education in Sohag. It serves as a valuable resource for all individuals involved in the preparation of Mathematics Division students at the college, particularly those who will graduate and embark on careers as mathematics teachers. The guide presents the methodological components of mathematics teacher preparation in a manner that reflects systemic thinking, ensuring a cohesive and well-rounded approach to training future educators in the field of mathematics.