This study examined the short (pre-post) and longer-term (post to 10 weeks post) effects of the Badminton World Federation (BWF) Shuttle Time program on fundamental movement skills (FMS) and physical fitness in Saudi boys and girls. Seventy-six children aged 9–11 years (44 boys, 32 girls; mean ± SD = 10.2 ± 0.9 years) undertook twice weekly Shuttle Time sessions for 6 weeks. Pre, post, and 10 weeks post, FMS was measured using the test of gross motor development 3 and physical fitness was measured via 10 m sprint speed, standing long jump, seated medicine ball throw, and a 6 min walk test (6MWT). There were significant improvements in FMS from pre to post (p = 0.0001) and post to 10-weeks post (p = 0.0001) for both boys and girls. Girls demonstrated a significantly greater magnitude of change in FMS. For 10 m sprint time, seated medicine ball throw, standing long jump, and 6MWT performance, both boys and girls significantly improved from pre-10 weeks post (all p = 0.001). The magnitude of change was greater pre to 10-weeks post for girls for the seated medicine ball throw, but was greater for boys for the standing long jump and 6MWT. In terms of practical applications, the BWF Shuttle Time program is feasible for administration in the Saudi context and is beneficial in developing FMS and fitness for Saudi children aged 8–12 years.

This study investigates the impact of integrating Artificial Intelligence (AI) tools and applications on enhancing English language proficiency among non-native students enrolled in specialized diploma programs at the Applied College, Princess Nourah bint Abdulrahman University, Saudi Arabia. The college offers two-year diplomas across various fields, including Marketing, Computing, Hospitality, and Tourism and Travel. Despite studying English intensively during their first three terms, students continued to face significant challenges in both English language courses and their English-delivered specialized subjects. To address this, the researcher, specializing in TESOL, designed and implemented a strategic program incorporating AI-based classroom activities and AI-augmented home assignments. A pre-test was conducted with 100 students across the above-mentioned four specialties, revealing proficiency levels ranging from beginner to lower-intermediate, with Computing students demonstrating the highest proficiency and Hospitality students the lowest. After a 15-week intervention, a post-test showed marked improvement in students’ English proficiency, particularly in the context of English for Specific Purposes (ESP). Additionally, a questionnaire completed by 12 instructors across different specializations confirmed the students’ enhanced language skills, increased classroom engagement, and improved academic performance. The findings suggest that AI-integrated instruction significantly boosts language acquisition and overall success in specialized university courses. This paper concludes by recommending the broader adoption of AI technologies in similar educational contexts to support non-native students’ academic and professional development.

Blended learning, therefore, involves the use of conventional face-to-face teaching and the application of information technologies that support learning in the classroom. This research investigates the effect of implementing blended learning in the Saudi Arabian context on fourth-grade students’ reading and writing in Arabic and English regarding the mediating effects of student engagement and academic attitudes. A cross-sectional descriptive survey design distributed a structured questionnaire among 200 teachers and educational experts. The analysis of Structural Equation Modeling (SEM) suggests that blended learning enhances language skills; student engagement and academic attitudes act as mediating variables. There is evidence that well-planned and executed blended learning strategies can promote improvement in language learning and motivation, providing valuable recommendations for practice and policy about the education of bilingual students.