Using a quasi-experiment with the pre-/post-test control group design, the present study investigated whether flipping an advanced pre-calculus class would lead to a statistically significant gain in the learning of conic sections for high school students. The subjects were 50 11th graders (n=50), who were equally divided into two groups. The treatment group (n=25) learned conic sections via the flipped classroom model, while the control group (n=25) was taught the same topic traditionally via the didactic approach. The intervention comprised flipping mathematics class with four video-assisted lessons and notetaking. All subjects were pre-tested on their prior knowledge on conic sections before starting the experiment and post-tested after intervention. The results of the post-test indicated statistically significant difference between the mean score of the treatment group and that of the control group, reflecting the effectiveness of the flipped instruction. Participants enjoyed the intervention.

This study aims to study the scenarios that may arise with the introduction of artificial intelligence in education, especially in mathematics education in Jordanian schools and universities, and what its implications are for the future of schools. The study design was phenomenological, a qualitative approach that looked at the perspectives of participants from various fields. The findings suggest that as AI in education becomes more prevalent, schools and teachers will encounter new products, advantages, and disadvantages. The findings highlight several recommendations for using AI and preventing potential problems and while participants generally seemed to have positive views of AI, there were some negative aspects as well, to which mathematics teachers and academics in particular drew attention in relation to the future of education. While educators view AI as a tool to bring quality and benefit to all in the education sector, they are more focused on the rationale for AI in education and potential future issues.

The aim of this study is to investigate how postgraduate English as a Foreign Language (EFL) students perceive the impact of the Postgraduate Professional Diploma in Teaching program on promoting effective education for sustainable development (ESD). The study employed a descriptive approach, involving 228 participants. The study employed a 28-item questionnaire, and the data were analyzed using IBM SPSS Statistics software. The findings suggest that participants believe the program employs strategic actions and policies to achieve its long-term development goals for effective English teaching. The results also showed that participants place a high value on the program because it encourages innovative efforts to enhance the quality of learning, provides them with a range of assessment tools to help teach English effectively in the long term, and offers students opportunities to practice feedback techniques that enhance learning in the classroom. Furthermore, because participants were exposed to a pre-service training program in an effective manner, the results demonstrated statistically significant differences among participants regarding the program's impact on promoting effective ESD based on the study's variables. According to the study, it is also necessary to incorporate sustainable development concerns into English instruction and provide participants with information about the benefits of sustainable development.

Objectives: The study aims to explore the social adaptation strategies adopted by Gulf society in response to the transformations brought about by the development of artificial intelligence. Methods: The study employed a qualitative methodology using Grounded Theory, specifically the developed Strauss model, which is based on three key stages: open coding, axial coding, and selective coding. Data was collected from a variety of sources, including personal and group interviews conducted via trusted online platforms such as Zoom and Teams. The sample size consisted of 30 individuals—15 from the education sector and 15 from the local community and family sector—selected using purposive sampling. Results: The study developed a model based on two main dimensions: the individual dimension and the institutional dimension. The results indicated that both public and private institutions in Gulf society quickly adopted digital systems. The Gulf community showed a high level of readiness to adapt through education and training. Furthermore, the use of AI and digital technologies contributed to accelerating changes across various sectors such as education and healthcare, enhancing the management of social and economic crises. The study also revealed a shift in individual priorities, with a greater focus on education and health. Conclusion: This study sheds light on the social adaptation strategies within Gulf society in the era of artificial intelligence, relying on a qualitative methodology using Grounded Theory. The findings concluded that both individuals and institutions are adopting flexible strategies that combine technological and value-based adaptation.