Societies are getting more diverse, with social issues increasing, necessitating the need to intensify efforts to promote tolerance and respect for diversity. In this study, we report the approach employed to redesign and evaluate a general education course to enhance students’ knowledge of tolerance and respect for diversity, drawing on Islamic values in the United Arab Emirates. In collecting and analyzing data for the study, we adopted a qualitative approach to explore students’ nuanced and reflective understanding and application of the key concepts taught in the course. We retrieved and thematically analyzed 40 transcripts from sixty-nine students’ reflective assignments. Our results indicate that students see the education process based on Islamic principles as a socialization means for shaping human life, caring for others, demonstrating compassion, and sharing knowledge, as essential to fostering tolerance. Drawing on our findings, we recommend carefully redesigning courses to strengthen students’ knowledge of tolerance and respect for diversity using the authentic learning approach. This includes engaging them in activities to link class tasks to real-life contexts, providing them with safe learning spaces, and encouraging them to learn with peers from different backgrounds.

This paper seeks to gain insights into complex and multiple influences which may behind the different components of intimate partner violence (IPV) against Jordanian wives. Drawing on a quantitative approach, the paper explores and presents findings of the determinants of domestic violence sustained by female partners during the year preceding a nationally representative survey. The survey is based on national multi-stage random sampling data from the 2012 Jordan Demographic Health Survey (JDHS). The paper applies the social-ecological framework. A method of Leastwise deletion techniques is used to remove missing data. Doing this resulted in 6213 married women used in the data analysis. Logistic regression models are used to estimate/predict different forms of IPV against domestic female partners. The findings of the study suggest that wives are victimized at all levels of the framework. Specifically, family, community, and social levels were the most vital factors affecting victims experiencing IPV. More specifically, wives witnessing their fathers beat their mothers and wives who are scared of their husbands are more prone to sustain violence inflicted by their partners. Furthermore, wives' education, working status, and age at marriage do not predict IPV. Another key finding is that wife empowerment in family relationships is a protective factor against domestic violence against her. The implication is that the patriarchal explanation of domestic violence against wives is valid in the Jordanian cultural context. This study underscores the need to reevaluate the effectiveness of Jordan's general human development programs and women empowerment programs as an essential measure for alleviating IPV inflicted on married women in Jordan.

Workplace learning experience complements students’ learning at the university and equips them with practical skills required in professional work contexts. Given its importance, educators must constantly devise strategies to enhance students’ workplace learning and collect contextual data to determine how best to support them in collaboration with the internship sites. In this study, we adopted the online discussion forum to supplement undergraduate students’ workplace learning in a semi-private Emirati university through reflection and workplace knowledge sharing with colleagues asynchronously. Using a qualitative approach, we ethically retrieved and thematically analyzed students’ contributions to the online discussion forum. Our findings indicate that students found the orientation week beneficial and the knowledge gained at the university, such as communication and information technology, resourceful. Additionally, students found integration into the new context, time management, language issues, and emailing challenging. Despite the reported challenges, students indicated that the workplace learning experience strengthened their practical skills, including managing time, working with different people, and communicating within different contexts to smooth their transition to professional work contexts. Based on the findings, we suggest using online discussion to supplement workplace learning as an essential element for educators to consider when developing programs. We also recommend pre-internship orientations where expectations, roles, and required knowledge are discussed to prepare students for successful workplace learning experiences.

هدفت هذه الدراسة إلى التعرف على المحاور الأساسية المتعلقة بقضايا كبار السن في دولة الإمارات العربية المتحدة، من خلال تركيزها على مراجعة وتحليل القوانين والتشريعات الضامنة لحقوقهم، ودراسة الخدمات المتوافرة والمتاحة في المجتمع لضمان تلبية احتياجاتهم. حيث تم استخدام منهج البيانات المتوافرة لعمل مراجعة تفصيلية لمختف الخدمات والتشريعات والمستندات والتقارير المتعلقة بكبار السن في الدولة. أظهرت نتائج الدراسة أن السياسة الاجتماعية للمسنين ارتكزت على سبع ركائز تتمحور حول الرعاية الصحية، التواصل المجتمعي والحياة النشطة، والمشاركة المدنية، والبنية التحتية والنقل، والاستقرار المالي، والسلامة والأمن إلى جانب جودة الحياة المستقبلية. كما كشفت النتائج أن حكومة دولة الإمارات ملتزمة بشكل كبير بكفالة حقوق المسنين، من خلال إصدار العديد من التشريعات والقوانين وخاصة القانون الاتحادي رقم 9 لسنة 2019 بشأن حقوق كبار المواطنين الذي تم تشريعه ليراعي احتياجات المسنين في الدولة. بالإضافة إلى ذلك، أظهرت النتائج قيام الحكومة بتخصيص ما يلزم من موارد لضمان توافر وإتاحة خدمات شمولية لهم في العديد من القطاعات...

The COVID-19 pandemic precipitated a rapid shift to virtual learning environments (VLEs) in higher education institutions (HEIs), presenting a complex array of challenges and opportunities. This study investigates the critical factors influencing faculty members’ swift transition to VLEs during emergencies, focusing on a semi-government Emirati university. Using a concurrent mixed-methods approach for data collection, the analysis incorporates both descriptive statistics and Structural Equation Modeling (SEM) for quantitative data, as well as thematic analysis for qualitative data. The results reveal various challenges faculty face, including reduced student engagement, limited prior experience in online teaching, and technological barriers. However, the transition also unveiled opportunities to enhance teaching and learning through innovative pedagogical strategies and technology-enhanced platforms. The SEM analysis elucidated the effects of demographic variables such as gender, age, and years of experience on adopting e-learning tools and the support received during the transition. These insights are critical for HEIs, guiding strategic decision-making to optimize VLE implementation. The study offers several recommendations, including customized training programs, policy revisions, reduced teaching loads, enhanced technological support, and the incorporation of innovative teaching methods. These strategies are essential for strengthening VLE deployment in HEIs, enhancing resilience during emergencies, and fostering ongoing educational improvements.