Societies are getting more diverse, with social issues increasing, necessitating the need to intensify efforts to promote tolerance and respect for diversity. In this study, we report the approach employed to redesign and evaluate a general education course to enhance students’ knowledge of tolerance and respect for diversity, drawing on Islamic values in the United Arab Emirates. In collecting and analyzing data for the study, we adopted a qualitative approach to explore students’ nuanced and reflective understanding and application of the key concepts taught in the course. We retrieved and thematically analyzed 40 transcripts from sixty-nine students’ reflective assignments. Our results indicate that students see the education process based on Islamic principles as a socialization means for shaping human life, caring for others, demonstrating compassion, and sharing knowledge, as essential to fostering tolerance. Drawing on our findings, we recommend carefully redesigning courses to strengthen students’ knowledge of tolerance and respect for diversity using the authentic learning approach. This includes engaging them in activities to link class tasks to real-life contexts, providing them with safe learning spaces, and encouraging them to learn with peers from different backgrounds.

The purpose of this study is to identify key factors and barriers to implementing gamification in English Foreign language teaching. In alignment with the purpose of the study, the perspectives of English teachers (which grades) were obtained. This study was designed as a qualitative study. A total of 16 teachers participated in the study. Structured interview questions were used as the data collection instrument. The data obtained from the interviews were analyzed using content analysis. The result of the study demonstrated that most teachers use gamification in their English Foreign Language teaching. Some teachers who participated in the study indicated that gamification is very effective and important for their teaching and that they use gamification frequently in their teaching. Teachers emphasized that games facilitate language learning, ensure active class participation, make learning more enjoyable, and make the learning process effective and efficient. In addition, games facilitate the development of student language skills and make learning more enjoyable by making lessons interesting. Factors such as the occurrence of problems like irregularities, objections, and challenges during the game, the creation of a negative competitive environment, the extension of the time allotted for the game, and the creation of a noisy environment were found to be barriers to the use of gamification in the classroom. In addition, technical difficulties and problems with digital games, lack of technology and internet, technology, screen, and game addiction, and health/psychological issues are some of the main reasons why teachers do not use gamification in their EFL teaching.

This paper explores the correlation between teachers’ emotional intelligence (EI) and students’ academic achievement. Utilizing the Daniel Goleman questionnaire, the study delves into the multifaceted aspects of EI that extend beyond traditional leadership qualities. Goleman contends that, while attributes such as determination, intelligence, and vision are essential, they alone do not encapsulate effective leadership. Emotional intelligence introduces a spectrum of qualities crucial for leadership success, including self-awareness, managing emotions, motivating oneself, empathy, and social skills. The study employed a questionnaire developed by the researcher, employing a statement-based approach. Participants, predominantly students, were tasked with selecting statements that best resonated with their experiences. The questionnaire aimed to assess various dimensions of emotional intelligence, including self-awareness, emotional management, self-motivation, empathy, and social adeptness. Through statistical analysis of the collected data, the paper examines the relationship between teachers’ EI levels and students’ academic achievement. Findings revealed the significance of teachers’ ability to comprehend and regulate emotions, as well as their capacity for empathy and effective social interaction. Furthermore, the study sheds light on how these facets of emotional intelligence contribute to creating conducive learning environments and fostering student engagement and achievement. This research underscores the pivotal role of emotional intelligence in educational settings and provides insights into how enhancing teachers’ EI can positively impact students’ learning outcomes. The implications of these findings extend to educational policies and practices, advocating for the incorporation of EI training and development programs for educators to cultivate conducive learning environments and facilitate students’ academic success.

Over the past decades, there has been an intensifying movement to privatize education in Western nations, with equal concern about the quality of education for all. This article adds to a global understanding of school inspections as a governance mechanism to promote educational quality in an entirely open K-12 educational marketplace. The role of school inspections as a quality assurance device is examined from a market accountability perspective. The Emirate of Dubai is used as an illustrative example of market accountability, where the educational landscape constitutes primarily a private open market. Dubai proves that market accountability can address the needs of all families, assuring the provision of a sufficient quality standard of education, while allowing for competition to drive improvement. There are two lessons that Dubai offers a global audience that has been debating the merits of privatizing education: a fully free unregulated market does not promote an education system that provides a minimum standard of education for all; and a private education system can address stakeholder concerns and operate successfully in parallel to a public sector. The idiosyncratic United Arab Emirates (UAE) education sector calls for a balance between flexibility and quality assurance across semi-independent jurisdictions. Hosting a majority of non-Emirati resident families, Dubai has developed a public inspection system for a private education market for quality assurance across 17 curricula offered in 215 private schools with diverse profit models. That most Dubai school-aged children are in private schools demanded accommodating an atypical landscape for K-12 education that affords insights into how a free market can operate. The authors encourage future research that may build a more comprehensive framework for better understanding the public–private education debate.

Background: Innovation in education is essential for fostering improved learning outcomes, operation efficiency and school excellence. Many challenges persist due to due to gaps in leadership strategies, limited stakeholder engagement, and inadequate professional development opportunities. This study explores the role of school principals in promoting a culture of innovation in private schools in Abu Dhabi, UAE. Methods: A quantitative research design was employed, utilizing an electronic questionnaire to examine how school leaders drive innovation. The study explores the correlation between a culture of innovation and five key elements: school leadership performance, relationships with students and parents, school activities and programs, the overall school environment, and principals’ demographic factors. An innovation assessment tool measured the level of innovation across selected schools. Results: By identifying key school performance weaknesses, this study aims to provide insights that can help school principals enhance their leadership practices and cultivate a thriving culture of innovation within their institutions. Conclusions: The findings contribute to understanding teachers’ and staff members’ propensity to innovate under effective school leadership.