Purpose: In this study, we evaluated university students’ attitudes towards environmental issues, with a particular focus on the cohort’s understanding of climate change and knowledge of environmental issues. We also explored whether students’ gender or university major (natural sciences vs humanities and social sciences) impact attitudes to environmental issues.Design/methodology/approach: We surveyed undergraduate students (n = 1,310) using an online questionnaire comprising 17 statements that reflect attitudes towards environmental concerns. This questionnaire was constructed using a 5-point Likert Scale and was tested for reliability and validity to ensure its precision and consistency in assessing the targeted constructs.Findings: The results revealed that the surveyed students had a medium level of positive attitudes towards the environment. While no significant differences based on gender were observed, students from different university majors significantly differed in the degree to which they endorsed positive attitudes towards the environment, with those majoring in natural sciences reporting stronger attitudes to environmental issues. These findings warrant the implementation of mandatory courses on the environment at UAE universities so as to enhance students’ awareness and foster positive attitudes towards the environment.Originality/value: Unlike previous studies that may have focused narrowly on specific environmental attitudes or behaviors, this research offers a broad yet detailed assessment by incorporating factors such as students' academic majors and gender. By comparing attitudes across different fields of study—natural sciences versus humanities and social sciences, the study provides new insights into how educational background and demographic variables shape environmental perceptions. This approach allows for a more nuanced understanding of the factors that influence environmental attitudes among young adults, potentially guiding more targeted educational interventions.

1. Introduction. – 1.1. The Study Importance. – 1.2. The Study Problem. – 1.3. The Study Objectives. – 1.4. The Study Approach. – 2. The Meaning of the Crimes of Disseminating and Promoting Discrimination and Hate Speech. – 2.1. The Definition of Discrimination and Hate in Jurisprudential Terms. – 2.2. The Definition of Discrimination and Hate Crimes In Law. – 2.3. The Characteristics of Disseminating and Promoting Discrimination and Hate Speech. – 3. The Penalty for the Crime of Disseminating and Promoting Discrimination and Hate Speech in the Emirati Law. – 3.1. Lenient Sentencing. – 3.2. Penalty with its Severe Image (Severe Conditions). – 4. Results and Conclusions. – 5. Recommendations.

This study aimed at evaluating the effect of employing the augmented reality (metaverse) on improving the process of teaching and academic performance. An electronic questionnaire containing five questions was distributed to the academic groups that received the lesson using augmented virtual reality (Metaverse). The aim of the questions was to evaluate their experience, and after they answered the questions, the answers were analyzed in the form of percentages and frequencies. The study sample consisted of (97) students from Al-Ain University enrolled in the programs of (special education, nutrition, and applied sociology), to whom the experiment was applied using augmented virtual reality in teaching during their academic course. The results revealed that (83%) of the respondents reported that the augmented virtual reality contributed to understanding the concepts of the lesson well, (79%) felt enjoyment in using this technique, (75%) suggested that the technique enhanced their involvement in the content well, (68%) suggested that augmented virtual reality could be a useful educational instrument in the future, and (77%) confirmed that the lesson's objectives were achieved by using metaverse technique in teaching. However, several challenges were faced by students, including the used language (only English) and the negative effects of bad quality of used glasses. Based on the findings, the study recommended addressing several key areas for optimizing the use of augmented virtual reality (AVR) in teaching. For example, diversifying language options for AVR content is crucial to accommodating the linguistic diversity among students, thereby enhancing accessibility and comprehension. Additionally, we should invest in high-quality equipment and implement regular maintenance protocols to enhance the quality of equipment, specifically addressing issues related to the negative effects of subpar AVR hardware.

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