The increasing integration of digital technologies in healthcare, such as electronic health records, telemedicine, and diagnostic algorithms, improved efficiency but raised concerns about the depersonalization of care. Narrative medicine has emerged as a pedagogical and clinical response to this shift, emphasizing the value of patient stories, socio-cultural contexts, and reflective practice. Understanding how digital tools support, rather than undermine, narrative competencies is critical for developing a more human-centered healthcare education. This review systematically examined empirical and theoretical studies on the integration of digital technologies and narrative medicine within healthcare education. Databases including PubMed, MEDLINE, and Google Scholar were searched using defined inclusion and exclusion criteria. Studies were screened, reviewed, and thematically analyzed to identify patterns in outcomes, pedagogical applications, and integration strategies.The findings indicate that narrative medicine nurtures empathy, communication, and professional identity formation among healthcare trainees. Digital tools, such as virtual reality simulations, mobile health applications, and e-portfolios, reinforce these outcomes by providing immersive, interactive, and reflective learning experiences. The integration of narrative methods into digital platforms and curricular models provides a promising approach for linking clinical competence with relational care. The convergence of digital and narrative medicine provides a compelling pedagogical framework for healthcare education. This integrated approach supports technological proficiency and humanistic values, for advancements in digital health to improve rather than displace the interpersonal foundations of patient care. Further empirical research might assess long-term outcomes and guide implementation into curricula, faculty development, and institutional policy. The increasing integration of digital technologies in healthcare, such as electronic health records, telemedicine, and diagnostic algorithms, has improved efficiency but raised concerns about the depersonalization of care. Narrative medicine has emerged as a pedagogical and clinical response to this shift, emphasizing the value of patient stories, socio-cultural contexts, and reflective practice. To understand how digital tools can support, rather than undermine, narrative competencies and contribute to a more human-centered healthcare education. This review systematically examined empirical and theoretical studies on the integration of digital technologies and narrative medicine within healthcare education. Databases including PubMed, MEDLINE, and Google Scholar were searched using defined inclusion and exclusion criteria. Identified studies were screened, reviewed, and thematically analyzed to extract patterns in outcomes, pedagogical applications, and integration strategies. The findings indicate that narrative medicine nurtures empathy, communication, and professional identity formation among healthcare trainees. Digital tools, including virtual reality simulations, mobile health applications, and e-portfolios, reinforce these outcomes by providing immersive, interactive, and reflective learning experiences. Integrating narrative methods into digital platforms and curricular models presents a promising approach for linking clinical competence with relational care. The convergence of digital and narrative medicine offers a compelling pedagogical framework for healthcare education. This integrated approach supports both technological proficiency and humanistic values, enabling advancements in digital health to enhance rather than displace the interpersonal foundations of patient care. Further empirical research is needed to assess long-term outcomes and guide implementation in curricula, faculty development, and institutional policy.

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children’s language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.

(1) Background: The integration of digital technologies such as electronic health records (EHRs), telepsychiatry, and communication platforms has transformed the mental health sector a lot compared to in previous years. While these tools enhance service delivery, they also introduce unique stressors. Despite growing concerns, there is no validated instrument specifically designed to measure the digital stress experienced by mental health professionals. (2) Methods: This study involved the development and psychometric validation of the Digital Stress Scale (DSC). The process included item generation through a literature review and qualitative interviews, expert panel validation, and a two-phase statistical evaluation. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted on responses from 423 licensed mental health professionals using EHRs and digital communication tools. The scale’s reliability and convergent validity were assessed via internal consistency and correlations with established mental health measures. (3) Results: The final DSC included four subscales: digital fatigue, technostress, digital disengagement, and work–life digital boundaries. CFA supported the factor structure (CFI = 0.965, RMSEA = 0.038), and the overall reliability was acceptable (Cronbach’s Alpha = 0.87). Descriptive analysis showed moderate-to-high levels of digital stress (M = 11.94, SD = 2.72). Digital fatigue was the strongest predictor of total stress (β = 1.00, p < 0.001), followed by technostress and work–life boundary violations. All subscales were significantly correlated with burnout (r = 0.72), job dissatisfaction (r = −0.61), and perceived stress (r = 0.68), all with a p < 0.001. (4) Conclusions: The DSC is a valid and reliable tool for assessing digital stress among mental health professionals. Findings point out the urgent need for policy-level interventions to mitigate digital overload, promote healthy work–life boundaries, and enhance digital competency in mental health settings.

The study explores the application of artificial intelligence (AI) in addressing grammar challenges among children with learning disabilities, aiming to assess the efficacy of an AI-driven tool for personalized interventions. A sample of 100 children aged 8–12, diagnosed with learning disabilities, was recruited from special education programs. Participants were divided into an experimental group (n = 50), which used an AI-based grammar assessment tool with personalized feedback, and a control group (n = 50), which completed conventional paper-based grammar tests without feedback. The AI tool administered adaptive grammar tasks, including sentence correction and verb conjugation, and performance was evaluated over four weeks using pre-test and post-test measures. A quasi-experimental design and statistical analyses, including t-tests and repeated-measures ANOVA, revealed a significant improvement in grammar performance for the experimental group (M = 78.5, SD = 5.6) compared to the control group (M = 70.2, SD = 6.1; p < 0.001), with a large effect size (Cohen’s d = 0.84). Participants and educators reported high engagement and usability of the tool. The findings underscore AI’s potential to provide tailored learning experiences, addressing individual needs more effectively than conventional strategies. Further research should examine long-term outcomes and broader educational applications to maximize its impact.

In the culturally diverse Middle Eastern Arabian world, there are incompatible ideas about and definitions of “inclusion” and “inclusive education,” which result in these terms being multifaceted and complex. The issues surrounding policies, the legislative frameworks—but also the attitudes and practices and their implications for individuals with Special Educational Needs and Disorders (SEND)—are explored in this paper, starting with some consideration of the official guidelines for providing inclusive education and how these are enacted according to the social or local conceptualizations that influence practice. Around the world, the tendency is to support special needs in mainstream classes with other children at all school levels in order to prevent marginalization, labeling, and social stigmatization. However, in the process of developing effective educational policies that benefit students with SEND in practice, it is useful to consider whether inclusion actually serves their needs. Though some progress has been reported in the social integration and inclusion of individuals with SEND, more light needs to be shed on whether, under current circumstances inclusion does indeed benefit people with special needs and disabilities. An analysis of the necessary parameters for supporting a learning environment for the benefit of all children in an inclusive mainstream class is necessary. The examination of inclusion-based practices can help to dispel the misconceptions that consistently surround the practice of educating students with disabilities in any inclusive environment. Recommendations are made for community-oriented sensitization programs and education campaigns but also school-based disability awareness programs and teacher training that could be promoted by governmental organizations, human rights bodies, and other stakeholders in the Arab world to support and empower people with disabilities.