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 study explored how students and teachers perceived the interdisciplinary integration of 3D printing technology in teaching and learning within the United Arab Emirates (UAE) elementary schools and its relation to students’ attitudes toward STEM careers. The study participants were 148 students and seven teachers from two elementary schools in the UAE. Technological, pedagogical, and content knowledge framework was used to guide the planning and integration of 3D printing into teaching and learning. Both quantitative and qualitative data collection tools were used to collect data from students and teachers. The data collection tools included a student’s survey, teachers’ interviews, and students’ focus group interviews. The study’s findings confirmed those of existing literature, which stressed the positive perceptions of students and teachers regarding the interdisciplinary integration of 3D printing technology in teaching and learning. Furthermore, students’ perception was positively correlated with students’ attitudes toward STEM careers. However, the study found that teachers were more likely to implement 3D printing in their classrooms when they receive proper training on the pedagogical and technical aspects of 3D printing, and hence addressing the possible challenges of integrating this technology in teaching and learning.

Purpose: This study aims to critically review the new AI-based tool ChatGPT in UAE education and evaluate its impact on students and their learning. The study maintains a specific focus on the issues of equity and governance to allow educators in UAE to ensure that the AI-based tool is used ethically, and safely and does not restrict students’ academic development. Design/methodology/approach: This paper is a conceptual paper presenting the critical reflection of authors working in the Emirates College of Advanced Education in UAE (Author 1: Dr. Othman Abu Khurma, Author 2: Dr. Nagla Ali, and Author 3: Dr. Reem Hashem). Consequently, the study reflects the authors’ evaluation of the issues of equity and governance that maximize the potential benefit of how ChatGPT is used by students in UAE schools and higher education institutions and their thoughts on how it might be improved. Findings: The findings of this study indicate that there are both benefits and drawbacks associated with the use of ChatGPT. The authors made some recommendations to the educators in UAE regarding the ethical and fair use of ChatGPT which does not hinder student learning. Practical implications: The findings of this reflective study can raise educators’ and policymakers’ awareness regarding the potential risks and benefits of the use of ChatGPT by students. Moreover, the study offers guidance to educators and policymakers in UAE to ensure ethical and effective learning and the safe adoption of this and similar AI-tools by students. Originality/value: The study is a critical reflection of the equity and governance issue related to the use of ChatGPT by students and offers new practical insights regarding how ChatGPT can be adopted safely by students in UAE. The reflection is based on a conceptual analysis of authors’ personal and professional experiences and test usage and is thus different from previous studies.

It is becoming increasingly vital for the next generation of students to acquire problem-solving, critical thinking, and collaborative skills for them to be successful in the 21st century. The use of technology greatly bolsters the integration of these skills. Robotics, one of the many emerging arrays of technologies, presents learners with challenges and opportunities for developing innovative ideas, critical thinking, and higher-order thinking skills. As a result, the Ministry of Education in Dubai realized these potentials and took an essential step in the form of the distribution of Lego Mindstorms Education kits to schools with the goal of encouraging teachers to use these kits in their classrooms. This research study aimed to investigate teachers’ perceptions of a training on Lego Mindstorms in terms of content, methodology, activities, and recommendations. In addition, the study investigated how teachers perceived Lego Mindstorms based on TAM model. A total of 59 high school (cycle 2) teachers participated in the current study. The data from the teachers were collected using both quantitative and qualitative approaches. Data analysis consists of descriptive statistics and thematic analysis. Teachers showed positive perceptions of robotics integration, emphasizing its potential to enhance teaching and learning. Their willingness to learn and adapt, combined with their recommendations for enhanced training methods, highlights the importance of continuous professional development for effective robotics integration. Teachers expressed the need for more practical training, hands-on activities, and a balance between theoretical and practical aspects. A positive correlation between perceived learning usefulness, perceived teaching usefulness, perceived ease of use, attitudes, and teachers’ intention to use Lego Mindstorms in their future teaching was found.

This study aimed to evaluate the Adaptive Learning Framework (Alef) platform and determine how parents perceive the implementation of such a program to support their children’s learning. Alef is a smart learning program that is mandated in United Arab Emirates (UAE) public schools to promote student-centered, interactive, and differentiated learning and personalized experiences. The participants were parents of students enrolled in grades 9–12 in UAE public high schools. The study used semi-structured interviews to gather qualitative data to delve deeply into parents’ perceptions of how Alef supports their children’s learning. The results showed that Alef offers stimulating and engaging educational experiences and encourages independent learning. It was found that students’ learning was bolstered when using Alef. In addition, the results indicated the existence of some challenges stemming from the usage of Alef that could have an impact on students’ learning and motivation and, ultimately, the sustainability of such a program. Recommendations are provided to overcome these challenges.