Job satisfaction remains until this date a prominent factor that managers seek in their employees to ensure the organization’s productivity and success. It has extensively drawn the attention of researchers in the educational field to inform policymakers and school leaders of its impact on teachers’ motivation, commitment, stress, retention, and burnout levels. The aim of this study is twofold. First, it will investigate teachers’ job satisfaction level in Lebanon, and second, it will look at their perceptions of their principals’ self-efficacy levels. A total of 133 Teachers Job Satisfaction Questionnaires (TJSQ) were collected from 6 private and 6 public K-12 schools to measure teachers’ perceptions about the factors that are mostly correlated with their job satisfaction levels. Despite that, overall means of intrinsic factors were higher than extrinsic factors, correlation analysis revealed that extrinsic factors (i.e., working conditions and professional development) were more associated with teachers’ job fulfillment. Findings from this study support the literature indicating that when teachers’ extrinsic needs are fulfilled in less developed countries, they will uplift their job satisfaction level. Further implications for research and practice are also discussed.

The purpose of this study is to explore the role of prompt engineering in utilizing GenAI tools like EduAid, Magic School, and ChatGPT to enhance lesson planning efficiency and content relevance. Additionally, it highlights the need for AI literacy and continuous professional development to align AI outputs with diverse student needs. A qualitative case study was used to collect data from 17 high school teachers from private and governmental schools. Document analysis, written reflections, and focus group talks were used as data sources to get detailed information about how the teachers used and thought about GenAI tools. The results show that effective prompts helped teachers use GenAI tools better, which makes lesson planning and material more relevant. Teachers emphasized that AI‐generated material needed to be constantly improved to better meet the needs of all of their students. This study highlights the importance of developing AI literacy through continuous professional training to effectively enable teachers to integrate AI tools into their teaching practices.

The aim of this study is to explore the role of K-12 school principals’ self-efficacy as an attribute for their leadership effectiveness in Lebanon. The Norwegian principal self-efficacy scale (NPSES) instrument was translated into Arabic and used to collect quantitative data from participants. Internal consistency of factors within this study was checked (24 items; α = 0.73). By comparing private and public schools in Lebanon, all located in the governorate of Mount Lebanon, the researchers revealed the extent to which principals’ self-efficacy plays a role in their leadership. In addition, while no statistical difference was found between self-efficacy levels of private and public principals, females reported higher scores on the majority of the dimensions than their male counterparts in both types of schools. This study highlights the importance of the interaction effect of age and gender on self-efficacy levels. Moreover, it offers knowledge and practice to policy makers when recruiting principals or designing training programs. It also suggests the implementation of an in-house mentoring program to create school-school partnerships. Finally, this paper offers a platform for future researchers interested in principal self-efficacy in similar conflict-affected places with high economic depression. Limitations are further mentioned.

University–Industry Collaborations (UIC) are increasingly recognized as crucial drivers of economic growth and development. While numerous studies have been conducted on this topic, this paper specifically focuses on UIC in the Arab World. The aim of this study is to explore the establishment of successful UIC by conducting a review of existing literature to identify and synthesize key factors that enable collaborative innovation between industry and universities. The findings are summarized into six main themes: the importance of UIC, barriers to UIC, gaps between universities and industry in the Arab World, partnerships and sustainable growth, current trends and perspectives, and future agenda for Arab countries. These themes are elaborated on and used to summarize results from the reviewed studies regarding facilitators of collaborative innovation. The contribution of this work lies in enhancing the existing body of literature and knowledge regarding collaboration between higher education and industry in the Arab World. This research presents specific measures that can be implemented to ensure successful UIC in the future. Its outcomes are significant for policymakers, academics, and industry experts in the Arab region, who aspire to form productive UIC partnerships that encourage economic development and innovation.

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.