This paper seeks to gain insights into complex and multiple influences which may behind the different components of intimate partner violence (IPV) against Jordanian wives. Drawing on a quantitative approach, the paper explores and presents findings of the determinants of domestic violence sustained by female partners during the year preceding a nationally representative survey. The survey is based on national multi-stage random sampling data from the 2012 Jordan Demographic Health Survey (JDHS). The paper applies the social-ecological framework. A method of Leastwise deletion techniques is used to remove missing data. Doing this resulted in 6213 married women used in the data analysis. Logistic regression models are used to estimate/predict different forms of IPV against domestic female partners. The findings of the study suggest that wives are victimized at all levels of the framework. Specifically, family, community, and social levels were the most vital factors affecting victims experiencing IPV. More specifically, wives witnessing their fathers beat their mothers and wives who are scared of their husbands are more prone to sustain violence inflicted by their partners. Furthermore, wives' education, working status, and age at marriage do not predict IPV. Another key finding is that wife empowerment in family relationships is a protective factor against domestic violence against her. The implication is that the patriarchal explanation of domestic violence against wives is valid in the Jordanian cultural context. This study underscores the need to reevaluate the effectiveness of Jordan's general human development programs and women empowerment programs as an essential measure for alleviating IPV inflicted on married women in Jordan.

Workplace learning experience complements students’ learning at the university and equips them with practical skills required in professional work contexts. Given its importance, educators must constantly devise strategies to enhance students’ workplace learning and collect contextual data to determine how best to support them in collaboration with the internship sites. In this study, we adopted the online discussion forum to supplement undergraduate students’ workplace learning in a semi-private Emirati university through reflection and workplace knowledge sharing with colleagues asynchronously. Using a qualitative approach, we ethically retrieved and thematically analyzed students’ contributions to the online discussion forum. Our findings indicate that students found the orientation week beneficial and the knowledge gained at the university, such as communication and information technology, resourceful. Additionally, students found integration into the new context, time management, language issues, and emailing challenging. Despite the reported challenges, students indicated that the workplace learning experience strengthened their practical skills, including managing time, working with different people, and communicating within different contexts to smooth their transition to professional work contexts. Based on the findings, we suggest using online discussion to supplement workplace learning as an essential element for educators to consider when developing programs. We also recommend pre-internship orientations where expectations, roles, and required knowledge are discussed to prepare students for successful workplace learning experiences.

Computer-supported collaborative learning (CSCL) pedagogies, platforms, and tools are prevalent in higher education due to their pervasive capabilities to enhance students’ engagement, communication, and learning. However, it is reported that CSCL tools, media, and platforms may not yield the desired results if not planned, utilized, and managed strategically. Facilitating students’ learning through CSCL may require a non-hierarchical approach, such as peer mentoring, for sustainably valuable outcomes. Using this approach successfully will also require contextual diagnostic analysis and exploration. This study was, therefore, conducted to explore the means to effectively deploy peer mentoring to enhance CSCL involving 227 undergraduate students in an Emirati university. Data were collected using a questionnaire with quantitative and qualitative elements. Data analyses were done using descriptive statistics and thematic coding. Findings show that students are well-disposed to peer mentoring as a measure for enhancing CSCL regardless of their demographic characteristics, as they could learn from each other and develop transferrable skills. However, students indicated that the process could be challenging with language barriers, technological issues, and distractions. Even so, the findings show that peer mentoring in CSCL could be enhanced with students’ participation in the exercise made voluntary and the availability of different CSCL platforms, among others.

This article critically examines the Islamic Religious Community (IRC) in North Macedonia, focusing on its significant role in influencing religious practices, socio-political dynamics, and interfaith relations within the country. Since its inception following the dissolution of Yugoslavia, the IRC has been central to redefining the public role of Islam, advocating for religious freedoms, and supporting the development of democratic values. Through a mixed-methods approach, this research traces the historical evolution of the IRC, analyzes its constitutional and legal framework, and assesses its impact on North Macedonia’s multi-ethnic and multi-religious society. While the IRC’s contributions to promoting interfaith understanding and national stability are highlighted, the study also critically engages with the institution’s shortcomings, particularly the controversies related to its leadership and the challenges posed by its political entanglements. These issues have, at times, compromised the IRC’s efforts in fostering social cohesion and interfaith harmony. The findings provide valuable insights into the complex role of religious institutions in enhancing social stability and democratic governance in diverse societies, positioning the IRC as a significant case study with implications for similar contexts globally.