Facebook as a Contemporary Public Sphere for Opinion Expression and Participation: Jordan as a Case Study

The present study investigated the impact of a disability awareness program on the attitudes of university students at Al-Ahliyya Amman University towards people with disabilities. The study employed a randomized, two-group, pre- and post-test design. A total of 60 university students were randomly allocated to either the experimental or control group. The results of a survey showed that those in the experimental group, in comparison with the control group, exhibited a statistically significant increase in the favorability of their attitudes towards people with disabilities following the implementation of the program. Based on the results of this study, we recommend implementing disability awareness programs inside universities and subsequently evaluating their effectiveness in enhancing student attitudes and interactions with people with disabilities, which in turn could lead to a more inclusive society and improve the quality of life for people with disabilities by reducing social barriers and fostering greater understanding and acceptance. The limitations of this study include its restriction to a single university setting and its utilization of a rather small sample size. The study did not assess the long-term effects of the disability awareness program.

This study investigates the relationship between e-learning patterns and effective digital teaching skills among faculty members in the College of Educational Sciences at Al-Ahliyya Amman University, as perceived by students. The research assessed the extent to which faculty implement synchronous and asynchronous e-learning strategies and apply digital teaching practices in planning, implementation, and assessment. A quantitative descriptive survey was employed, and data were collected from 238 undergraduate students during the 2023–2024 academic year. A validated questionnaire measured students’ perceptions of faculty members’ digital teaching performance and use of e-learning modalities. Data analysis was conducted using SPSS version 27, including descriptive statistics, internal consistency analysis (Cronbach’s alpha), and Pearson correlation. Results showed that both synchronous and asynchronous e-learning were used at a moderate level, with a slight preference for synchronous methods. Similarly, digital teaching skills—particularly in planning, management, implementation, and assessment—were also moderate. A strong positive correlation (r = 0.901, p < 0.05) was found between e-learning adoption and digital teaching proficiency. The study highlights the need for professional development programs and institutional support to enhance faculty readiness for technology-integrated teaching and improve the quality of digital education.

This study investigated the effectiveness of a psychoanalytic theory-based training program in enhancing psychological adjustment among students with motor disabilities at Al-Balqa Applied University. A quasi-experimental design was employed, with 33 participants (male and female) from various faculties. A newly developed, 25-item psychological adjustment scale assessed five key dimensions. The program's impact was evaluated through pre- and post-application assessments in both the experimental and control groups. The results revealed statistically significant improvements in psychological adjustment within the experimental group (pre- vs. post-application). Additionally, significant differences were found between the control and experimental groups in the post-application assessment, with the latter demonstrating higher levels of psychological adjustment. These findings suggest that the training program based on psychoanalytic theory may be beneficial for promoting psychological well-being among students with motor disabilities.