The COVID-19 pandemic has radically altered the worldwide learning environments, setting the stage for Electronic Learning (E-Learning) advancement, where remote learning is facilitated through digital tools. The key stakeholders (professors, teaching assistants, and students) face bottlenecks as they shift to online education providing blended learning. New learning tools based on Natural Language Processing (NLP) are provided. Designing a chatbot is one of the solutions to deal with this issue. Chatbots are simple computer programs that attempt to simulate human conversation using Artificial Intelligence (AI) and NLP. They allow learners to have a standardized learning environment. In this paper, we have set up a chatbot application named Scientific Data Management BOT (SDMBOT) for handling E-Learning activities specifically for Scientific Data Management (SDM) courses based on AI and NLP techniques using Dialogflow Framework, a Google development platform for building NLP-based human-computer interface solutions. SDMBOT was trained on a dataset that was specifically created based on course content. The web or mobile app, via which our built chatbot is available, is used for student interaction. Students can ask the chatbot questions concerning SDM, and the chatbot will process the message and respond to the user by displaying the proper result. The accuracy of the SDM chatbot, which is calculated by using a confusion matrix indicated that our chatbot is 74 % accurate.

With the growing concern over major environmental issues, higher education institutions have increasingly focused on equipping students with the knowledge and skills to address these challenges. One effective approach is the integration of the green economy into education, which can contribute to reducing environmental problems. This study aims to identify the extent to which the green economy approach is applied in sustainable development within the Faculty of Education at Assiut University and its significance in developing teaching and learning processes in university education. A mixed-method approach was employed, utilising both a questionnaire and interviews administered to a sample of 126 STEM student teachers and nine faculty staff members. The findings reveal that students' perceptions of the role of the green economy in sustainable development were highly positive, with a mean score of 2.271 and a standard deviation of 0.512. This shows that integrating this approach can support the university in fostering a green educational environment, promoting green thinking and training, and strengthening green community engagement. Additionally, faculty members emphasised the necessity of establishing new policies for university teaching and learning to facilitate the transition to a green economy, ensuring the achievement of sustainable development goals.

أوجدت جائحة كورونا (كوفيد-19) (Covid-19) أكبر انقطاع في نظم التعليم في التاريخ، وهو ما تضرر منه نحو 1,6 بليون من طالبي العلم في أكثر من 190 بلدا في جميع القارات، وأثرت عمليات إغلاق مؤسسات التعليم على 94% من الطلاب في العالم. وثمة تخوف من تفاقم أزمة الكورونا من أن تمتد الخسائر في التعليم إلى ما يتجاوز هذا الجيل، ومحو عقود من التقدم (اليونسكو، 2020). وقد حفزت أزمة (كوفيد-19) الابتكار داخل قطاع التعليم، انبثق منها نهج مبتكرة دعما لاستمرارية التعليم وجودته، وجاءت الحلول مستندة على "التعلم عن بعد" والتعلم الهجين وأساليب أخرى كالتلفزيون ووسائل التواصل الاجتماعي بفضل الاستجابات السريعة من قبل الحكومات والشركاء في جميع أنحاء العالم لإنقاذ التعليم من كبوته، وتذكيرنا أيضا بما يقع على عاتق أعضاء هيئة التدريس من دور أساس لمواجهة الجائحة ودعم استمرارية التعليم وتطوير أدائهم بما يتناسب مع التعليم الجديد والحفاظ على المكتسبات التي حققتها المجتمعات من تقدم. وليس هناك دلائل على قرب انهاء الجائحة، وتبذل مختلف دول العالم جهوداً مضنية للتعايش مع الجائحة في مختلف المجالات خاصة مجال التعليم وكيفية التعامل مع المرحلة المقبلة، وقد بدأت بعض الدول...

This study investigates the relationship between the dynamic capabilities of university administration and students’ awareness of artificial intelligence (AI) tools within a higher education context. Drawing on data from 139 students at the College of Education, Sultan Qaboos University, the research employed two validated instruments, one measuring the dynamic capabilities of university administration and another assessing students’ awareness and perception of AI tool use. Understanding this relationship is critical, as universities increasingly face pressure to guide responsible and effective AI use among students. Findings reveal significant correlations between the university administration’s dynamic capabilities, particularly technological agility, and students’ engagement with AI tools. Notably, technological dynamic capabilities within the administration significantly predicted two specific dimensions of student awareness: effectiveness of using AI tools and perceived faculty members’ efficiency in AI. These results highlight the critical role of institutional leadership in promoting equitable and sustainable integration of AI in education. The study contributes to the broader discourse on AI for sustainable development by illustrating how institutional strategies can enhance innovation, inclusion, and student readiness in support of SDG 4.

The current study aimes at recognizing the cognitive economy reality at the faculties of education and the effect of its dimensions on developing the competitive abilities of the faculties of education. The two researchers used the perspective method . Two questionnaires were prepared. The first one was applied on a sample of staff members at the faculties of education, which it concluded (117) person in order to; recognize the reality of the cognitive economy at the faculties of education and the effect of its dimensions on developing their competitive abilities. The second questionnaire was applied on the same previous sample in order to; recognize the requirements of the cognitive economy at the faculties of education to increase its competitive abilities. The study came down to several results, most important of which were the agreement of the sample individuals, as whole, that ,the requirements of the cognitive economy at the faculties of education that increase its competitive abilities, were represented in evolving information technology and telecoms, the curriculum, the service and research programs, enabling staff members to participate in the activities of information mobility of human principals among universities, giving students the technological skills concerning the international markets and sharing at the unions of the pioneering international universities in the field of information technology and telecoms. The researcher concluded with setting a suggested proposal that included aims, fundamentals, mechanisms and guarantees to achieve the cognitive economy as an Approach to developing the competitive abilities of the faculties of education.