This research investigates the effectiveness of AI generative ChatGPT as a teacher assistant to reduce workload and prevent burnout in secondary schools. Lesson planning and content development were significant contributors to teacher burnout. In response, ChatGPT was tested with tailored queries for English, science, and math subjects, utilising an explanatory research approach to assess ChatGPT’s capabilities in personalised planning and content development, given that there is limited available information around this topic. The study highlights ChatGPT’s benefits in personalised planning through task-specific prompts and AI-human collaboration. Aligned with UAE’s AI integration objectives, the study emphasises balanced use and educational reform potential. Integrating AI tools optimises teacher planning, enhances instructional support, and refines resource allocation, contributing to AI’s academic potential while stressing burnout mitigation’s importance for educational advancement.

The following systematic review strives to explore the mere integration of ChatGPT within mathematics education, analyzing its impact on teacher assistance and student learning. Google Scholar was utilized as the primary database due to its extensive coverage of academic articles and journals in various disciplines. Through the following preferred reporting items for systematic reviews and meta-analysis (PRISMA) framework, thirty-one studies are evaluated through thematic analysis table. The findings revealed that ChatGPT’s potential is dynamic and versatile when it comes to improving personalized learning, and student engagement. Specifically, the findings suggest that the incorporation of ChatGPT offers diversified responses, facilitating lesson planning, student support and answering questions. Additional findings indicate that ChatGPT lead to improvements in learning motivations among students, however, it does struggle to answer complicated or difficult mathematical questions which showcase limitations in specific topics such as spatial geometry and derivatives.

This PRISMA-based literature review aims to assess and analyze the measurement of student engagement dimensions within AI ChatGPT interactions. The central question is how to effectively evaluate these dimensions using established methods and leverage insights to enhance AI ChatGPT’s capacity to foster student engagement. The systematic review of PRISMA methodology identifies 16 relevant peer-reviewed research. All relevant and eligible research according to PRISMA methodology are analyzed to comprehend the intricacies of student engagement in AI ChatGPT interactions. The synthesis of these findings unveils the current state of knowledge on AI ChatGPT’s influence on student engagement and uncovers opportunities for future research. This review underscores AI ChatGPT’s potential as an educational tool, offering personalized experiences that bolster student engagement and learning outcomes. The systematic review established that, even though using ChatGPT has many advantages such as enhancing student engagement and academic involvement and supporting inquiry-based learning. However, there are some negative aspects such as lacking empathy and human emotions, limited contextual understanding, increased technology dependence and possibility of Inaccurate or Biased Information. In summary, this PRISMA-based review contributes to understanding the measurement of student engagement within AI ChatGPT. It identifies best practices, laying the foundation for further research and development. By optimizing AI ChatGPT’s effectiveness, educators and developers can craft more engaging and tailored learning experiences, ultimately enhancing educational outcomes.

This paper explores the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement. Utilizing the Daniel Goleman questionnaire, the study delves into the multifaceted aspects of EI that extend beyond traditional leadership qualities. Goleman contends that, while attributes such as determination, intelligence, and vision are essential, they alone do not encapsulate effective leadership. Emotional intelligence introduces a spectrum of qualities crucial for leadership success, including self-awareness, managing emotions, motivating oneself, empathy, and social skills. The study employed a questionnaire developed by the researcher, employing a statement-based approach. Participants, predominantly students, were tasked with selecting statements that best resonated with their experiences. The questionnaire aimed to assess various dimensions of emotional intelligence, including self-awareness, emotional management, self-motivation, empathy, and social adeptness. Through statistical analysis of the collected data, the paper examines the relationship between teachers’ EI levels and students’ academic achievement. Findings revealed the significance of teachers’ ability to comprehend and regulate emotions, as well as their capacity for empathy and effective social interaction. Furthermore, the study sheds light on how these facets of emotional intelligence contribute to creating conducive learning environments and fostering student engagement and achievement. This research underscores the pivotal role of emotional intelligence in educational settings and provides insights into how enhancing teachers’ EI can positively impact students’ learning outcomes. The implications of these findings extend to educational policies and practices, advocating for the incorporation of EI training and development programs for educators to cultivate conducive learning environments and facilitate students’ academic success.

The importance of STEM subjects for the purposes of scientific and technological development has gained global momentum. Yet, there are various obstacles to applying a STEM education in the context of preparing students for a scientifically and technologically advanced society. There has been little research on how engineering can be incorporated into the elementary school curriculum. This study, thus, provides a systematic review of the learning techniques and structured framework that are used to support learning in the fields of science, technology, engineering, and mathematics (STEM). It also aids in identifying students’ shifts in interest toward STEM subjects, as well as their desire to pursue future STEM-based careers. This study makes use of a systematic literature review of high-impact journals with a Q1 or Q2 ranking. It was also found that there are hurdles in regard to the teaching approach that is used for STEM subjects. This suggests that there are numerous opportunities that can be exploited by educators in their hunt for a better STEM teaching approach. Finally, researchers must create features that enable students to gain fundamental competencies within the STEM disciplines. Future applications must include the experimental support for the purposes of inquiry-based learning activities.

Background: A solid foundation in science is critical to students’ success in the 21st century workforce, especially in fields related to science, technology, engineering, and mathematics (STEM). Therefore, high-quality science education is critical to prepare students for the challenges of the future. However, Emirati students have consistently performed poorly on international standardized science assessments, suggesting that the underlying factors contributing to this trend need to be understood. Therefore, the present study examined the relationship between motivational beliefs in science (i.e., science self-concept and intrinsic and instrumental motivation to learn science) and science achievement in Emirati early adolescents using a self-determination theory framework. Methods: A total of 7,915 Emirati eighth-grade students (Mean_age = 13.61 years, SD = 0.53) participated in the 2019 Trends in International Mathematics and Science Study (TIMSS). The TIMSS 2019 assessment measured students’ motivational beliefs in science and their achievement in science. Path analysis and bootstrapping were used to examine the relationship between these variables and to test the mediating role of intrinsic and instrumental motivation to learn science in the relationship between science self-concept and science achievement. Results: The results of the study indicate that science self-concept is positively related to both intrinsic and instrumental motivation to learn science and science achievement. Intrinsic motivation to learn science was significantly related to science achievement, whereas instrumental motivation was not. Moreover, intrinsic motivation to learn science alone significantly mediated the relationship between science self-concept and science achievement. Conclusions: The study offers insights into the specific motivational beliefs associated with science achievement and highlights the importance of fostering positive science self-concept and intrinsic motivation in Emirati early adolescents. The study also suggests that interventions to promote positive science self-concept and intrinsic motivation to learn science may be particularly effective in improving science achievement in this population. These findings have important implications for educators and policymakers seeking to promote academic success and career opportunities for Emirati students in science.