This paper aims to analyze 16 English language school textbooks used in the Omani government schools. Quantitative and qualitative content analyses are used to investigate personality traits found in the textbooks. The analysis included all personal traits implied by images and texts in the textbooks. According to Hawkins’s (2007) classification of personal traits, personal traits are examined: traditional and feminist gender traits. The study results have indicated that there is a balanced representation of males and females in terms of personal traits. The study has also shown that the majority of masculine personal traits are stereotypical. Females were portrayed in different situations that conveyed masculine and feminine traits. Males were portrayed as risk-takers, self-reliant, nurturing, adventurous, decisive, competitive, and aggressive. Females were portrayed in a variety of personal traits such as nurturing, understanding, affectionate, risk-taker, self-reliant, competitive, aggressive, adventurous, and decisive.

This paper discusses the action research carried out in the ENG 207 course at the American University of Sharjah. The action research was conducted to find out the students’ attitudes toward using external, non-corrected samples in review training sessions and computer-mediated peer review to enhance their experience as reviewers. The findings revealed positive attitudes from the students regarding the training session and computer-mediated peer review; however, some suggestions were provided for improvements.

This study aims to perform a quantitative analysis of the portrayal of gender in the nursing textbook used at the University of Buraimi in Oman. The study sought to examine gender-related categories, such as images, names, pronouns, words of address, and jobs, through the use of quantitative content analysis. The study findings suggest that, to some extent the nursing textbook exhibits a state of gender equilibrium and parity. The textbook displayed females as more visible than males in images and job categories. In contrast, males were more prominent in domains related to names, pronouns, and forms of address. In general, the school textbook exhibited a fair and impartial representation of both genders to a certain degree. The findings of this current research article are anticipated to assist authors in developing instructional materials that demonstrate a more balanced portrayal of genders within the curriculum.

This paper aims to analyze gender bias in the Islamic education school textbooks- Grade 3 used in all public schools in Oman. Quantitative and qualitative content analyses are used to investigate the following categories: images, occupational roles, names, adjectives, and gender firstness. Study findings show that gender bias is still strongly visible and ingrained in the four Islamic education school textbooks used in Grade 3. Men were dominant in almost all school textbooks. Men, for example, were strongly more visible than women in the following categories: images, occupational roles, names, and gender firstness in most textbooks. Women, on the other hand, were more visible than men in only one Islamic education textbook (Part 1, Semester 2) in the category related to gender firstness. The study findings also show that traditional occupational roles of men and women are still present in textbooks. In general, the Islamic education school textbooks used in all public schools in Oman confirm the findings of other previous studies in terms of the presence of gender bias against women in school curricula. The findings of the present study should help book writers promote gender equality and fight gender-biased against women in school textbooks around the world. This paper aims to analyze gender bias in the Islamic education school textbooks- Grade 3 used in all public schools in Oman. Quantitative and qualitative content analyses are used to investigate the following categories: images, occupational roles, names, adjectives, and gender firstness. Study findings show that gender bias is still strongly visible and ingrained in the four Islamic education school textbooks used in Grade 3. Men were dominant in almost all school textbooks. Men, for example, were strongly more visible than women in the following categories: images, occupational roles, names, and gender firstness in most textbooks. Women, on the other hand, were more visible than men in only one Islamic education textbook (Part 1, Semester 2) in the category related to gender firstness. The study findings also show that traditional occupational roles of men and women are still present in textbooks. In general, the Islamic education school textbooks used in all public schools in Oman confirm the findings of other previous studies in terms of the presence of gender bias against women in school curricula. The findings of the present study should help book writers promote gender equality and fight gender-biased against women in school textbooks around the world.

The objective of this study is to conduct an analysis of gender representation within the Information Technology (IT) school textbook utilized in Grade 1 across all public schools in Oman. The investigation of categories such as images, names, and gender firstness is commonly conducted using quantitative and qualitative content analysis. The study findings indicate that the IT school textbook utilized in Grade 1 demonstrates gender balance and equality. The textbook exhibited a nearly equal representation of males and females, both in terms of quantity and quality. The outcomes of the study also indicate that females exhibited greater visibility compared to males in the areas pertaining to images, names, and gender precedence in terms of speaking order. On the other hand, males exhibited a higher level of visibility within the gender-firstness category, which pertains to the order in which individuals are depicted in images. Overall, the school textbook demonstrated an equitable and unbiased portrayal of both genders. The results of the current investigation are expected to serve as a catalyst for authors to generate educational materials that exhibit a more equitable representation of genders within the school curriculum.

Although current discussion in the world of higher education leans toward Web 3.0 and Generative AI, Global South institutions still face systemic digital precarity. We carried out a qualitative study to understand internal pedagogical rationale of 25 English as a Second Language (ESL) teacher educators in one of the private universities in Pakistan in order to find out how they negotiated the extreme tension between institutional Digital Ambition (institutional mandated, heavy-server Learning Management Systems) and infrastructural Digital Reality (rolling power interruptions and student data poverty). With the help of Reflexive Thematic Analysis (RTA), we have been able to find that educators are neither adopting nor shunning technology but are instead acting as resilient orchestrators. Out of student equity, the participants performed a Pedagogical Pivot and resorted to subversive compliance to circumvent multi-million-rupee official platforms with low-bandwidth mobile messaging applications, which here are considered the Shadow LMS. In an attempt to overcome the theoretical weaknesses of the current technology-centric models, this paper officially introduces TPACK-ES (Environmental Support) model. The study separates internal Contextual Knowledge (XK) and external material reality, putting Environmental Support as the fourth pillar of the TPACK framework. With this new model we make a conclusive forecast of the future of an impending AI Divide and provide strategic policy suggestions to justify infrastructural resilience in global higher education.