The study aimed to examine the influence of ChatGPT on the academic performance and learning perception of eleventh-grade students in a United Arab Emirates school in the field of electronic magnetism. The participants were randomly divided into two groups: an experimental group granted access to ChatGPT and a control group without access to ChatGPT. The research spanned four weeks, during which the experimental group was instructed to utilize ChatGPT whenever they required assistance with the course content. The study employed a mixed-methods design, collecting both quantitative and qualitative data to assess the impact of ChatGPT on student learning and perception. Quantitative data was gathered through pre-/post-test surveys, measuring participants’ course achievement and perception of learning with ChatGPT. Qualitative data was collected via open-ended survey questions, allowing participants to provide feedback and suggestions for improvement. The study revealed that ChatGPT had a positive influence on student achievement and perception of learning in the field of electronic magnetism. The experimental group displayed significant enhancements in their scores on the post-test measuring the impact of ChatGPT on student achievement, exhibiting higher mean scores across all subscales compared to the control group. Furthermore, both male and female participants acknowledged ChatGPT as a valuable learning tool, offering suggestions for enhancing its functionality. The study suggests that ChatGPT is an effective tool for enhancing student learning and achievement in specific academic domains. However, further research is needed to explore its generalizability to other contexts and disciplines, as well as to address potential challenges and limitations of ChatGPT use in education.

The purpose of this study is to determine whether smart applications can help students in the United Arab Emirates (UAE) acquire higher levels of proficiency in scientific ideas. To do this, 120 eighth-graders (the last year of the second cycle) from schools in UAE city of Al Ain participated in a quasi-experimental study. These students were divided into two equal groups at random: a test group that studied with the aid of technology, and a control group that learned through the conventional classroom technique. A test on scientific concepts and intelligent applications based on the educational program served as study aids. The findings of the scientific-concept accomplishment test revealed statistically significant differences between the mean scores for the two groups, favoring the experimental group. As a result of the type of smart application used, particularly Alef platform in comparison to the Boclips and Connect platforms, the results also showed statistically significant differences between the mean scores for the experimental group students’ achievement level regarding scientific concepts. The researcher advises incorporating smart applications into the educational process in light of these findings, particularly when instructing scientific topics.

This study aimed to determine the extent to which fourth-grade students in the United Arab Emirates (UAE) are able to develop their reading comprehension and creative writing abilities. The study used a quasi-experimental approach to achieve the study objectives, and the sample included (120) male and female students, who were divided equally into two groups: a control group and an experimental group. As a result of the differences observed between the tribal and remote measurements, favoring the dimensional measurements of the experimental group, the results of the study indicated that the use of digital learning platforms (Teams, platform LMS, Nahla and Nahil) led to an improvement in the students’ levels of achievement in reading and writing. The results showed statistically significant differences in the students’ performance in literacy skills, reading and writing, between students learning via digital environment and those learning using traditional methods, with these differences favoring the digital environment. It is recommended that students’ needs and learning styles be met by shifting towards a digital environment, but gradually and cautiously.

Background: This study explored science teachers’ views about the nature and frequency of virtual lab implementation conducted by students and its contribution to developing science instruction and research in the United Arab Emirates (UAE). Material and Methods: Focus group was employed...

This study aims to explore public high school teachers’ professional development (PD) experiences in Al Ain, United Arab Emirates, using (SWOT) analysis, strengths, weaknesses, opportunities and threats. Using a mixed-methods approach with an exploratory sequential design, the study population comprised 150 male and female science teachers from the Al Ain Education Office participating in two phases. The first phase involved semi-structured interviews with a subset of the science teachers (N = 20) and the second phase involved a questionnaire survey completed by a larger subset of the total participants (N = 150). The findings revealed the following strengths in teachers’ PD: improved knowledge and skills; new discoveries; different methods of experimentation; and the opportunity for technology integration. Some weaknesses and areas identified for improvement included language barriers, theory-heavy activities, a lack of contextual relevance, the amount of time involved, high teaching loads, school support, and the difficulties associated with specific content and contexts. Based on the findings of the present study, the author recommends a model of continuous professional development (CPD) that can be adapted both to the varied needs of individual schools and the needs of the subject, content, and context. Also, using digital platforms for training and exchanging expertise and experience, as well as adopting best practices, would be advantageous.

This study investigates the perceptions and practices of science educators regarding the integration of Science, Technology, Engineering, and Mathematics (STEM) with Artificial Intelligence (AI) through mind-mapping techniques within the context of the United Arab Emirates (UAE). Employing an exploratory sequential mixed-method design, the research comprises both qualitative and quantitative strands. The study addresses three primary research inquiries: (1) Approaches utilized by science teachers in integrating mind mapping techniques; (2) Perceptions and experiences of educators regarding the integration process; and (3) Extent of institutional support for implementing integrated STEM and AI education through mind mapping. Findings reveal positive outlooks among science teachers towards the efficacy of integrating STEM and AI through mind mapping, despite challenges such as initial technological learning curves and resource limitations. Recommendations include continuous professional development for educators and adequate resource allocation to address barriers.