The present research endeavours to examine the effects of virtual reality (VR) field trips on both student engagement and learning outcomes within the Saudi Arabian and Jordanian contexts. The main aim of this study is to investigate the correlation among student engagement, gender, socioeconomic status, and learning outcomes in the context of virtual reality field trips. The study utilized a quantitative research methodology and included a sample of students from educational institutions in both nations. The data was obtained via survey methodology and subjected to analysis utilizing various statistical techniques, including descriptive statistics, independent t-tests, Pearson's correlation coefficient, and multiple regression analysis. The findings of the research demonstrate a noteworthy affirmative correlation between student engagement and learning achievements, underscoring the significance of active engagement and involvement in the educational process. Nonetheless, the VR field trip context did not exhibit any noteworthy impact of gender on learning outcomes. The findings indicate that there is a notable correlation between socioeconomic status and academic achievement, with students from more affluent backgrounds demonstrating superior learning outcomes. The present study adds to the current body of knowledge by corroborating the significance of student engagement in forecasting academic achievements, specifically in the domain of virtual reality excursions. The user's statement underscores the significance of socioeconomic status as a determinant of academic performance. The aforementioned insights can be employed by educators and policymakers to create efficacious educational interventions based on virtual reality technology. These interventions can augment student engagement and mitigate discrepancies in resource accessibility.

This research examines the proficiency of instructors and the academic progress of students engaged in modular distance learning, with a particular focus on English language development. Modular remote learning has gained popularity due to its adaptability across diverse educational contexts. However, it is crucial to evaluate educators' instructional abilities within this medium and monitor students' language acquisition and advancement. Instructors in modular distance learning are assessed based on their competence in delivering English instruction using modular materials, their effective utilization of technology, their facilitation of student communication and interaction, their provision of timely feedback, and their capacity to adapt teaching methods to accommodate diverse learners. Enhancing English language education necessitates a thorough understanding of instructors' strengths and areas where they can improve. Additionally, the study assesses the performance of students engaged in modular remote learning. It evaluates students' comprehension of the English language, their communication skills, and their language development. This assessment enables educators to identify any learning gaps and propose targeted solutions to support students' progress. By evaluating instructors' competencies and analyzing students' performance, it becomes possible to design and implement effective instructional strategies, personalized interventions, and supportive resources tailored to the needs of modular distance learning students. Ultimately, this research ensures that students receive a quality English language education within a digital learning environment.

The purpose of this study is to examine the impact of the use of smartphones on the students’ environmental awareness and the adoption of environmental sustainability practices at the University of Al Ain. A descriptive analytical approach was used and a questionnaire was employed to gather data from a voluntary non-probability sample of 90 students from different academic programs at the university. The research focuses on five main areas: students’ environmental sustainability awareness, perceived positive uses of smartphones, perceived negative environmental consequences of smartphone use, the association between smartphone use and sustainable practices, and suggestions for improving smartphone-supported environmental sustainability. The results showed that students were at a medium level of environmental awareness, both in theory and practice, as they had a good understanding in theory but were not actively involved in environmental activities. In terms of positive effects, students demonstrated their ability to use smartphones as tools to raise awareness and promote sustainable practices, including using less paper and taking part in digital environmental efforts. But the problems were that there was more e-waste because phones were being replaced so often and energy consumption was unnecessary. The study revealed a moderate positive correlation between the use of smartphones and the adoption of sustainable practices, indicating the role of smartphones in environmental activities. The study recommends some solutions, including creating an environmental awareness app, holding digital competitions, etc. It suggests raising awareness among students regarding recycling and electronic waste and promoting the use of smartphones in a sustainable manner for a positive impact on the environment.

This study aimed to look into the correlation between the use of Instagram and TikTok and mental clutter among students of Al Ain University. The descriptive-correlational design was used, and the data were gathered by questionnaire from 70 students. The results indicated that students used Instagram and TikTok moderately and that they perceived moderate influence on their concentration, academic focus and mental clarity. The research calls for university policies on digital wellness, awareness workshops, limiting the use of phones during studies and student support programs to mitigate the negative impact of overuse of social media on academic and psychological performance. The data were collected using a questionnaire consisting of two sections: the first deals with personal variables, and the second contains 15 items distributed over three main axes. The results showed that the degree of students’ use of social media programs was average, as students used these applications on a daily basis but moderately. The effect of excessive use of social media software on distraction was moderate, as students found it difficult to focus on their assignments due to excessive use of these applications. Regarding the suggestions to minimize negative impacts, students pointed out the importance of setting certain times to stay away from these applications while studying. The study concluded that students should be aware of the negative effects of excessive use of social media programs and provide strategies to reduce these effects. Quantitatively, the overall Instagram and TikTok use score was M = 2.21 (SD = 0.897), the perceived mental-clutter score was M = 2.28 (SD = 0.891), and the strategy score was M = 2.29 (SD = 0.831); the full questionnaire showed good internal consistency (Cronbach’s alpha = 0.85). One-sample tests against the three-point scale midpoint of 2.00 showed that perceived mental clutter, t(69) = 2.63, p = 0.011, and support for self-regulation strategies, t(69) = 2.92, p = 0.005, were significantly above the midpoint, whereas the social-media-use mean was marginal, t(69) = 1.96, p = 0.054.