Inclusive education recognizes the diverse needs of students and ensures that each student has equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders’ understanding, implementation, and perspectives of the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings show that school leaders have a strong understanding of the policy and deem it significant. This study also found evidence of effective strategies implemented by school leaders to promote inclusive education. However, challenges in the UAE resonate with those worldwide, such as inadequate funding, high student–teacher ratios, a shortage of specialized staff, and limited training opportunities for teachers. These findings emphasize the significance of ongoing professional development and training of educators involved in inclusive education. Implications for practice and suggestions for future research are provided.

With the economic expansion and globalization, there are several disputes raging over how to enhance education quality. Conventional education systems do not give students the necessary information and skills; hence, there has been a shift in the education industry with customized learning, in which schools and universities build teaching models adapted to students' learning preferences. In general, each institution has its own framework for growing student competency; so, the research reveals how UAE educational institutions are enhancing learning elements for students as part of the quality education process. Quality assurance and the notion of continuous improvement are inextricably linked since both are associated with outcome-based education in the academic sphere. As a result, the chapter comprehensively explores the measures utilized by UAE educational institutions to ensure academic excellence. In addition to this, the research sheds light on the steps being implemented by the UAE government in regard to enhancing the quality of education for kids.

The purpose of this study was to investigate the influence of teacher burnout on collegial relationships among faculty members in two higher education institutions- one in Kuwait and the other in the United Arab Emirates. A quantitative methodology was employed using a self-constructed online questionnaire. The results of the study showed that there was no statistically significant difference between the teachers’ perception of burnout and collegiality by gender, age group, and years of experience in teaching at a 0.05 level of significance. However, there was a statistically significant difference between the teachers in Kuwait and the UAE in their perception of burnout, although the difference was not significant for collegiality at a 0.05 level of significance. The findings also showed that the participants’ gender, age, and work experience were not predictors of collegiality, but the perception of burnout was a significant predictor of collegiality. Conclusions were drawn from the study’s findings, with implications for policy, practice, and future research.

Despite their rapid global proliferation, there are not enough studies exploring how national qualifications frameworks (NQFs) resonate with different stakeholders. This study aimed at gathering insight from academic staff about their experience with applying the qualifications framework of the United Arab Emirate (UAE). Using a mixed-method design, 788 participants completed an online questionnaire, and 15 were interviewed to obtain feedback from the academic staff of two of the largest higher education institutions in the UAE, namely the UAE University (UAEU) and the Higher Colleges of Technology (HCT). Findings of this study revealed that key facilitating factors relate to leadership support, hands-on guidance, and continuous dialogue among stakeholders. On the other hand, the study identified a lack of sufficient guidelines, resources, and professional development as some of the main challenges that could hinder effective implementation of the UAE’s NQF. Findings of this study can aid policymakers in facilitating effective implementation of the framework in higher education institutions.

Purpose: The purpose of this study is to examine faculty perceptions of the aim/structure of the United Arab Emirate's Qualifications Framework (QF Emirates) and its impact on academic practices in order to support policymakers on how to better implement the framework.Design/methodology/approach: The study applied a mixed-methods approach to obtain quantitative and qualitative feedback from faculty members from two of the largest higher education institutions in the United Arab Emirates (UAE), namely the UAE University (UAEU) and the Higher Colleges of Technology (HCT). A questionnaire was used to capture broad insight from a sample of 788 faculty members from both institutions. In addition, semistructured interviews were conducted with 20 faculty members to offer more in-depth analysis of how to improve QF Emirates strategies in light of the current challenges and future aspirations.Findings: The study revealed that faculty members have an overall “average” to “high” perceptions of the general aim/structure of the QF Emirates and its impact on teaching, learning and assessment. Moreover, the study revealed that faculty from the HCT have a significantly higher perception of the QF Emirates implementation compared to faculty from the UAEU. The study concluded with proposing a number of solutions to support in improving the QF Emirates implementation, including raising awareness across stakeholders, identifying and communicating faculty roles in the process, and developing polices, guidelines and systems to support consistent integration of QF Emirates into academic practices.Originality/value: The outcomes of this study would add to the existing body of knowledge pertaining to the role of stakeholders (e.g. faculty members) in the implementation of the national qualifications framework. It addition, it can drive future professional development activities and add to the discourse around the conceptual framework of NQFs. Outcomes of the study could also provide additional information on the use of the QF Emirates as a supporting instrument. Last but not least, this work could provide insight to policymakers in regard to institutional support that would promote effective adoption of the QF Emirates.

This chapter delves into the transformative role of Artificial Intelligence (AI) in shaping students' Social Emotional Learning (SEL) in primary education, examining the benefits, challenges, and future implications. With AI-enhanced tools fostering students' interpersonal skills, emotional expression, and academic resilience, schools can create dynamic, inclusive learning environments that support the Whole Child approach. However, AI integration raises critical concerns around data privacy, psychological effects, potential increases in anxiety, and the erosion of critical thinking and problem-solving skills. Teachers, too, face barriers, including the lack of technical knowledge and training needed to implement AI effectively and confidently. This chapter discusses the role of educators in leveraging AI responsibility and provides key practical implications on how to prepare students for emotional and academic success in the 21st century.