As the digital world grows rapidly, artificial intelligence (AI) tools such as ChatGPT are transforming how students learn, seek support, and manage academic demands. This study aims to fill a gap in the literature regarding ChatGPT’s role in students’ mental health by exploring the relationship between the intensity of using ChatGPT and academic stress among undergraduate students. A quantitative, cross-sectional correlational design was adopted. Data were collected using an online questionnaire that included the Intensity of Using ChatGPT Scale (IUCS) and the Academic Stress Scale (AAS). The sample consisted of 666 undergraduate students. Descriptive results showed that students use ChatGPT at a moderate level (M = 2.94), while their academic stress levels were low (M = 2.25). Pearson correlation analysis revealed a statistically significant negative relationship between the intensity of using ChatGPT and academic stress (r = −0.637, p < 0.01). Furthermore, regression analysis confirmed that ChatGPT use significantly predicted academic stress levels (β = −0.637, R² = 0.405), with higher use contributing to lower stress. These findings suggest that ChatGPT may serve as a supportive digital tool in reducing academic stress and promoting student well-being in higher education.

This critical review study aimed to thoroughly evaluate methods for fostering principles of diversity, inclusion, and equity in the hiring, training, and retention processes of educators in Qatar’s schools. It incorporated the analysis of existing policies and practices, and the identification of gaps to propose evidence-based methods that likely enhance the three principles among educators. It also sought to provide additional knowledge and potential solutions that may significantly improve them. Further, I studied effective methods for enlisting educators from varied backgrounds, considering cultural, linguistic, and other relevant considerations, to satisfy the urgent demand for diversity among educators. Examining the importance of professional development programs in this context was crucial in encouraging inclusion and equity. Many institutional, cultural, and systemic impediments to progress have been revealed. The findings underline the significance of having a diverse educational workforce to foster inclusive and equitable educational experiences for students in schools in Qatar. They also emphasize the necessity for ongoing collaboration among stakeholders to achieve this goal. In response, legislative amendments, specialized recruitment strategies, professional development initiatives, and support systems are proposed to effectively address these challenges. Therefore, this research contributes to the scholarly discourse on diversity, inclusivity, and equity in education.

The study aims to identify the perceptions of the principals of public schools in Kuwait regarding the importance of diversifying the sources of school financing, the actual measures taken to increase the sources of school financing and the obstacles in the way of increasing the sources of school financing. The study uses the futures studies’ methodology through implementing Delphi method to achieve the objectives of the study. The implementation of Delphi technique is conducted in four consecutive rounds on a sample of experts in the study area consisting of 25 distinguished school principals in the educational areas, during the second semester of the academic year 2017/2018. The study concluded a number of results, the most important of which are: (1) school principals are convinced of the need to diversify school financing sources and increase its sources in light of the high prices and limited budget granted by the government for this purpose; (2) there are specific measures for increasing the support for school financing, the most important of which is to urge parents and society institutions to donate to schools in order to help fill the budget shortfall; (3) there are obstacles which face the attempts to increase the sources of school financing which are legal, regulatory and community partnership-based obstacles. The study came up with several recommendations that would contribute to diversifying school financing sources.

Background: Qatar's ambitious vision of becoming a knowledge economy necessitates a robust education system. However, persistent challenges such as students’ socioeconomic disparities, gender inequality, and language barriers impede educational progress. Addressing these barriers requires effective leadership strategies within the educational administration. Aim: This qualitative study aims to investigate the educational barriers and challenges in Qatar’s schools and propose leadership solutions to overcome them. By exploring the perspectives of teachers, it seeks to identify key challenges and inform leadership approaches that enhance the accessibility and quality of education in schools. Method: An inductive thematic analysis approach was employed, involving semi-structured interviews with experienced school teachers (N=10) to achieve the main aim of the study. Data collection and analysis were conducted systematically using qualitative data analysis software to identify emergent themes and provide insights into the challenges of educational administration and potential solutions. Findings and Results: The analysis revealed significant challenges in Qatar's education system, particularly schools, including the impact of students’ socioeconomic status, gender inequality, language barriers, and inadequate support for special needs. However, the potential for leadership initiatives to address these challenges and improve educational outcomes was evident. Conclusion: Effective educational leadership in Qatari schools is crucial for overcoming barriers and fostering a conducive learning environment for all students. By implementing targeted interventions, promoting inclusive practices, and collaborating with stakeholders, educational administrators, i.e. school leadership, can drive positive change and unlock the nation's educational potential.

الأهداف: تهدف هذه الدراسة إلى تعرف الدور الحيوي للجامعات، في تعزيز التنمية الاقتصادية للتعليم في قطر - تماشيًا مع رؤيتها الوطنية (2030) - في ضوء النماذج العالمية. المنهجية: استخدمت الدراسة المنهج الوصفي المسحي، وتم جمع البيانات من خلال الاستبانة تحت ثلاثة محاور: المحور الاقتصادي، المحور الاجتماعي، والمحور العلمي، من عينة عشوائية ضمت 76 فردًا من العاملين بالإدارة العامة للأوقاف (أوقاف) بقطر، تم معاملتهم كخبراء وقف إسلامي. النتائج: وتُظهر أهم نتائج الدراسة أن خبراء الوقف يُدركون -بشكل عالٍ- وجود دور حيوي لجامعات الوقف، في تعزيز التنمية الاقتصادية للتعليم 3.65، احتل محور الدور العلمي في هذا السياق المرتبة الأولى. كما تشير النتائج إلى وجود فروق إحصائية بين تصورات أفراد العينة لمحاور دور جامعات الوقف في التنمية الاقتصادية للتعليم تعزى إلى متغيرات: السن، الجنسية، والمؤهل العلمي. الخاتمة: أوصت الدراسة بضرورة تنويع تمويل التعليم الجامعي؛ ما يتوقع معه تخفيف الإنفاق الحكومي على التعليم، وذلك بتبنِّي مفهوم "جامعات الوقف"، مستفيدًا من النماذج العالمية ونتائج الدراسات الحديثة في هذا الميدان، وتشجيع قطاعي التعليم...