Purpose:The current research aims to reveal the most important applications of artificial intelligence and smart learning methods for children with autism spectrum disorder (ASD) and early intervention from the perspectives of experts and specialists. Method: A total of (35) experts participated in the closed questionnaire related to the first two questions, and (7) specialists participated in the open-ended interview questions related to the third question. The psychometric properties of both tools (questionnaire and interview) were confirmed. Results: The results showed that the "Communication-Autistic" app and the "Card Talk" app were the most used by specialists and experts in early intervention. The "Autism in Saudi Arabia" app was the most used in the field of autism spectrum disorder. The results of applying the Rubric performance evaluation scale for smart components and applications in the proposed autism spectrum disorder platforms from the point of view of experts and specialists showed that the experts had positive comments and suggestions regarding the nature of the smart educational platform. Conclusion: This research emphasizes the importance of adopting, adapting, and launching the proposed educational platform based on artificial intelligence, as it took into account the achievements of existing platforms in this field, developing it, and taking into account the shortcomings and gaps in it by adding some tools, policies, and activities supported by systems for measuring the development of child learning with artificial intelligence

Environmental sustainability projects are essential for preserving natural resources and enhancing quality of life for present and future generations. This cross-sectional study examined Saudi residents’ knowledge and awareness of green projects, attitudes and perceptions toward them, personal environmental behavior and participation, and perceptions of institutional and societal roles. A questionnaire was administered to 1044 participants from various regions across Saudi Arabia. Descriptive statistics, including means and standard deviations, together with the Mann–Whitney U test, Kruskal–Wallis H test, and Dunn’s post hoc test, were used to answer the research questions and test the hypotheses. The findings indicated generally positive responses across the four dimensions; at the item level, most items fell within the agree range, while neutral ratings appeared mainly in items related to following green-project news, reviewing related policies, using low-emission transportation, and the perceived sufficiency of institutional communication. Significant differences were observed in the overall questionnaire and several dimensions according to gender, favoring females, and according to nationality, favoring Saudi participants. Regional differences were limited to the environmental behavior and personal participation dimension, whereas educational qualification did not produce significant differences. The absence of educational differences suggests that green-project awareness and behavior may be shaped not only by formal educational level, but also by national campaigns, media exposure, and shared public discourse. The study provides a countrywide empirical baseline for green-project awareness, attitudes, and environmental behaviors in Saudi Arabia and identifies areas for more targeted communication, regional engagement, and longitudinal research.

This study examines the systemic integration of entrepreneurship education and the culture of self employment within higher education as a component of sustainable institutional reform. Using a comparative analytical approach, it analyzes international practices across five higher education systems. Finland, the United States, Canada, the United Kingdom, and South Korea were selected to represent diverse yet mature models of entrepreneurship education integration. The findings reveal significant variation in the depth and coherence of integration across national contexts. Rather than identifying a single transferable model, the study shows that effective integration depends on the interaction of key institutional dimensions, including policy alignment, curricular embedding, faculty capacity, infrastructure, external partnerships, and impact evaluation. Finland demonstrates the most coherent configuration, while other systems exhibit partial or fragmented integration shaped by contextual factors. The study concludes that entrepreneurship education is most sustainable when embedded as a system-level institutional strategy rather than implemented through isolated initiatives. It offers an analytical framework, supported by an adapted ADKAR change model, to guide context-sensitive reform. For Arab higher education systems, the primary implication is diagnostic, emphasizing contextual adaptation over direct replication.

Objective: This study examined the impact of project-based environmental learning within the STEM framework on shaping children's environmental cognition, affect, and behavior in early childhood (aged 5–6 years), in alignment with the Sustainable Development Goals (SDGs), specifically SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy), SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 17 (Partnerships for the Goals). Methods: A mixed-methods design was employed, combining a quasi-experimental approach with a qualitative component. A convenience sample of 250 children from 12 early childhood education institutions in Saudi Arabia was randomly assigned to an experimental group ( n = 125) and a control group ( n = 125). The experimental group participated in structured STEM-based environmental projects embedded in authentic real-life contexts aligned with the targeted SDGs, whereas the control group received traditional instruction. Data were collected using an Environmental Knowledge Test, environmental affective and behavioral scales, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, independent samples t -tests, and multilevel modeling to account for institutional clustering. Qualitative data were analyzed using thematic analysis. Results: The findings revealed statistically significant differences between the experimental and control groups in favor of the experimental group across all cognitive, affective, and behavioral domains ( p < 0.05). Multilevel modeling confirmed that these effects remained significant after controlling for institutional clustering across the 12 participating institutions. The qualitative findings supported and enriched the quantitative results, indicating that children internalized environmental values and translated knowledge into daily sustainable practices aligned with SDG-related behaviors. Conclusion: Project-based environmental learning within the STEM framework significantly enhances children's environmental cognition, affect, and behavior. The intervention effectively facilitates the transformation of environmental knowledge into meaningful real-life sustainable actions, thereby contributing to Education for Sustainable Development and advancing key Sustainable Development Goals, particularly SDG 6, SDG 7, SDG 12, SDG 13, SDG 14, and SDG 17.

This study comparatively examined environmental sustainability policies and green projects in participating Saudi and Scottish higher education institutions, focusing on governance, implementation, monitoring, and context-sensitive opportunities for development. Guided by Bereday’s comparative model and informed primarily by Institutional Theory, a convergent mixed-methods design integrated documentary analysis, questionnaire data, and semi-structured interviews. The questionnaire was completed by 150 participants from 10 universities (100 from six Saudi universities and 50 from four Scottish universities), and 20 participants, ten from each national context, participated in semi-structured interviews. Respondents from the participating Scottish universities reported significantly higher mean scores across all eight questionnaire dimensions, with the largest standardized differences in monitoring and impact assessment, curricula and teaching methods, integration of sustainability into teaching and curriculum, and policies and strategy. These findings represent respondent-level differences within the participating institutions rather than national-system estimates. Integration of questionnaire, documentary, and qualitative evidence indicated comparatively more formalized legislative, accountability, and monitoring arrangements in the participating Scottish context, while the Saudi context reflected strong national sustainability direction alongside variation in institutional implementation and monitoring. The study identifies context-sensitive practices for consideration in Saudi higher education, particularly in governance, monitoring and impact assessment, stakeholder participation, and whole-institution approaches. These practices are proposed for adaptation rather than direct transfer. Findings are limited to the participating institutions and respondents and should not be interpreted as representative estimates of either national higher education system.