Education is important for the advancement of peoples and countries, so it is necessary to take care of the learners by providing them with the skills and experience to face problems systematically based on sound thinking, by following appropriate teaching strategies. Therefore, this study aimed to use the school wide optimum mode (SWOM) strategy to reveal its effect on meta-cognitive thinking, and the effect of its employment in developing the mathematical thinking skills of gifted tenth-grade students. The analytical descriptive approach and the experimental approach were used. 84 gifted male and female students from the tenth grade were randomly selected. The data were analyzed using SPSS and evaluated according to the Rasch model. The study results showed that there were statistically significant differences between the average level of metacognitive thinking among gifted students who learned using SWOM strategy, and the average level of metacognitive thinking among students who learned traditionally, in favor of the students who learned using SWOM strategy. The results of the study also showed that there were statistically significant differences between the average scores of gifted students who learned using SWOM strategy, and the average scores of gifted students who learned traditionally in a mathematical thinking skills test, in favor of the students who learned using SWOM strategy.

The widespread adoption and expansion of distance learning necessitates the consideration of issues related to learning passion, which is the strong desire of learners towards a specific activity of high value and meaning that enables the use of relevant cognitive and behavioral strategies to acquire, store, apply, share, use, absorb, and create knowledge. The current study aimed to measure learners’ practices of learning emotion processes, knowledge management, and organization in distance learning environments using tangible indicators. The study utilized a descriptive correlational approach to identify the effects of the study variables, including learning emotion (harmonious passion—emotional obsession), on knowledge management through the mediating role of self-regulation in distance learning environments. The results show that learners’ practices of learning emotion processes, knowledge management, and organization in distance learning environments were higher than average, and there was a significant correlation between emotion, self-regulation, and knowledge management. Additionally, learning emotion (harmonious passion and emotional obsession) had a statistically significant effect on self-organization processes and knowledge management. Structural equation modeling analysis confirmed the validity of the proposed path model, indicating that self-regulation plays a crucial role in mediating the relationship between emotion and knowledge management in distance learning environments.

Universities can make significant gains in two very important areas: food security and environmental sustainability. However, the results will not come by themselves, as policies and educational and learning activities can contribute to these gains. The current study aimed to explore the role of universities in enhancing the sustainability of food security, which is necessary to lay the scientific foundations for the universities’ approaches in the service of development. The current study was based on the opinions of 272 faculty members from Saudi public universities. The data were collected using a developed questionnaire and analyzed using descriptive statistics. The results of the study showed that the level of a university’s role was high in promoting the sustainability of food security in the fields of education and learning and policies and regulations. It also showed that there were no differences in the study sample’s estimations of this role according to gender. In addition, there were differences in the levels of the role of universities in achieving sustainable food security between faculties, with the humanities in favor of this role. The authors of this study recommend that universities adopt an educational policy that includes specific measures that support the sustainability of food security and are linked to the state’s general plans in this field, as well as being reflected in the courses and activities they provide to students.

Developing school principals skills are important for the success of their administrative performance. Therefore, the study aims to identify the degree to which school leaders enforce the skills included in the School Leaders Empowerment Program and to detect inconsistencies among responses by the participants of the study. The descriptive survey method was used, and the research tool was a questionnaire. The study population consisted of all educational supervisors and teachers. there are statistically significant differences at a significance level less than or equal to (0.05) according to the job title variable in favor of teachers regarding the degree of school leaders who enforce the skills included in the "Empowering School Leaders Program" in the two dimensions and the tool as a whole. It also found statistically significant differences in favor of teachers regarding the degree of school leaders applying the skills included in the School Leaders Empowerment Program. The study concluded that: school principals enforce the skills included in the program to a high degree, the administrative dimension showed the highest degree of achievement, and the highest areas of the technical dimension in achievement is the field of improving students: medically, scientifically, and culturally, followed by the field of improving teaching skills, then the field of quality improvement.

The study aimed to investigate the effect of Digital Game-Based Learning (DGBL) on numeracy skills and selective attention among primary school students with dyscalculia in Saudi Arabia. The researchers used a mixed quasi-experimental approach. Ninety randomly selected female fifth-grade students were divided into two groups. The experimental group (n= 45) used the Lumosity cognitive training platform (Raindrops and Memory Match games). The control group (n=45) received traditional mathematics instruction. The students were assessed before and after the intervention using the arithmetic learning difficulties test and the selective attention test developed by researchers. The results showed statistically significant improvements in the skills of students in the experimental group in arithmetic and selective attention. Quantitative analysis revealed a very large effect size (η² = 0.97) for the DGBL intervention on both scales. The perceptions of 32 teachers, gathered through semi-structured interviews, confirmed these findings, with the majority reporting significant improvements in the math skills and auditory and visual attention of students with dyscalculia. Qualitative data demonstrated the effectiveness of the DGBL program in increasing student engagement and motivation, reducing anxiety, and providing more enjoyable and engaging learning than traditional teaching. These findings advocate for the broader integration of DGBL into special education curricula in Saudi Arabia to create more inclusive, engaging, and effective learning.