As advancements in healthcare technologies continue to emerge, the integration of AI-Technology has brought about significant transformations in various healthcare sectors. While substantial advancements have been made in applying AI to enhance physical health, its implementation in the field of mental health is still in its early stages. This descriptive study aims to address this gap by exploring the perspectives of mental health professionals (MHPs) on the acceptance and utilization of AI technology. Unified Theory of Acceptance and Use of Technology (UTAUT) was utilized to assess MHPs’ attitudes and beliefs towards AI implementation in psychotherapeutic practices. The sample was compromised of 349 MHPs. The findings reveal the task characteristic (TC) domain as the most influential domain, followed by Performance expectancy (PE), Behavioural intentions (BI), Personal innovativeness in IT (PT), Social influence (SI), Effort expectancy (EE), Perceived substitution crisis (PSC), Technology characteristic (TECH), and Initial trust (IT). The study also identifies statistically significant differences in AI usage based on gender variable, with females demonstrating a higher level of AI usage in comparison to males. Furthermore, the study highlights diverse applications of AI in the field of mental health, including AI-assisted assessments (AAA), chatbots for psychotherapy support (CPS), and data analytics for personalized treatment recommendations (DAPTR). By incorporating mental healthcare professionals’ (MHPs) perspectives, this research significantly contributes to a comprehensive understanding of the acceptance and utilization of AI technology in psychotherapy. The findings offer valuable insights into MHPs’ perceptions, concerns, and perceived advantages associated with integrating AI technology within clinical settings in the field of mental health.

This study examines the impact of inquiry-based learning (IBL) on the academic performance of third-grade students in the science unit “Materials” from the third-grade science textbook in schools under the Directorate of Education in Irbid, Jordan. A sample of 71 students was selected and separated into two groups: an experimental group of 36 students and a control group of 35 students. The empirical group used IBL, while the reference group was taught using conventional teaching techniques. An achievement test of multiple-choice questions was prepared for the study, comprising 24 items. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. The test’s content validity was confirmed through expert judgment, and its reliability was assessed using Cronbach’s alpha coefficient, which was found to be 0.83. Data were collected and processed using SPSS software. The findings showed statistically significant differences in the average scores of the study participants on the post-test based on the teaching technique variable, indicating a preference for survey-based learning. Based on these findings, the investigation recommends providing in-service and pre-service training on IBL for science supervisors and teachers at the primary education level.

Objectives: This study aimed to examine the effect of the interactive board (IB) as an educational instrument on 11th Grade Students’ achievement in physics and their attitudes towards its use. Methods: The study was conducted using a quasi-experimental design case study. The researchers used an achievement test as well as an attitude survey consisting of (23) IB-relevant items covering three domains: student involvement and motivation, learning and teaching, and interactive board limitations. The study sample comprised (63) purposefully selected eleventh-grade students’ (31 students as a control group and 32 as an experimental group) from the first term of the scholastic year 2021-2022. Results: The study results showed that the students in the experimental group who were taught using the interactive board outperformed the students in the control group who were taught using the traditional board in terms of academic achievement. The results also revealed positive attitudes among students towards the interactive board. Conclusions: The use of interactive board as a teaching tool has a positive effect on increasing students' achievement in physics, in addition to their acceptance of its use. As a result, the study recommends conducting further research on the use of interactive board across different school levels.

This research paper aims to study how poor mental and physical health could impact the productivity of employees. A person's overall health is of utmost importance as it has a serious contribution towards contentment in their lives and it can have an impact on the economic development of the country. The poor physical health and mental health could lead to a decrease in productivity, as well as increasing healthcare costs. The various health issues are fatigue, obesity, chronic illness, depression and many more. This has a negative impact on the financial outcomes of the businesses and stress on the medical system. It is also found from the study that the cases of OUD are rising, along with a rising problem in the workplace environment. This could have a significant impact on the workplace efficiency and the well–being of the staff members of a company. This issue could be treated with prescribed drugs, but prolonged use of opioids to treat this disorder can lead to dependency and tolerance towards it. There have also been incidences of abuse of these opioids by employees to reduce and alleviate their pain, which could lead to a habit towards [1] A survey was conducted among 200 respondents, which is aimed at studying the impact on productivity of employees who have mental or physical health disorders. The respondents of the survey were from a wide range of industrial backgrounds and educational experiences. This survey is also conducted to emphasize the importance of marinating the physical and mental well-being of employees by an organization, as it can have direct consequences on organizational outcomes. The respondents agreed that encouraging social activities or exercises can lead to improvement in the productivity of employees as it improves the physical and mental health conditions at the workplace.

Smartphones, with the multitude of tasks can perform, have become everyday items for college-age consumers. This study was initiated to address concerns that the use of technology is leading to distractions and a lack of focus, according to the researchers. The purpose of this study was to investigate the social and psychological factors influencing college students' heavy application use that may result in digital addiction. This was descriptive research, which used a survey to collect data. A solid structured questionnaire was distributed randomly to 150 male and female students from a stratified random sample. Subjects: Ten different schools of Ajman University were chosen for this study. A number of essential outcomes were generated from the survey. Smartphones are king, with more than half (54.0%) of poll respondents saying they use them. Less use of new and old media than before. Most cohort members, 73.3%, had a stable family background in that they lived with both their parents. It was observed that an essential proportion of the sample (46.7%) did not use any software or program. They would not do that, so it left them with a combination of some. Entertainment was the primary motive for being there: specifically, games, movies, and interacting socially. This represented the majority of answers. Instagram was, in and of itself, the place to go. Twenty-four-point 6 % of the participants indicated that interaction with people from diverse cultures, where there may be more flexible societal norms, was their most important social reason. Avoiding blame and the subsequent anger or disapproval from their loved ones was the overarching psychological motivation, being cited in 24.66 % of cases. The findings indicate that there are no statistically significant differences in how men and women used the system.

The study aims to investigate the effect of formative assessment on improving inquiry-based learning (IBL) in chemistry topics among secondary school students. A mixed-methods quasi-experimental design was employed, integrating quantitative data from achievement tests and engagement scales with qualitative data obtained through semi-structured interviews with chemistry teachers. The participants of the study consisted of 168 students in secondary school students at Al Shola Private School in UAE in the academic year 2024-2025, divided into an experimental group (n = 85) and the other a control group (n = 83) in addition to 7 teachers who performed the practices. Experimental procedures were carried out for 5 weeks. IBL achievement tests, engagement scales, and interviews were used as data collection instruments. The results showed statistically significant differences between the experimental and the control groups in favor of the experimental group. The results also showed a significant effect of using formative assessment during IBL on the student’s engagement in the experimental group. Moreover, the results also showed that achievement varied according to the gender of the students in the experimental group (in favor of females). As for the engagement, there were no statistically significant differences regarding the gender variable. Furthermore, chemistry teachers reported the positive impact of formative assessments on improving student learning through IBL.