Researchers are interested in task design in distance learning. This task design is critical in emergency education that uses distance learning. The present research investigated mathematics and science teachers’ task design in distance learning during the emergency education due to COVID-19. Fourteen teachers participated in the research: seven mathematics teachers and seven science teachers. The data collection tool was the interview, and the data analysis tools were deductive and inductive content analysis, where the deductive analysis was based on the didactic situation framework. The research results indicated that the participating teachers could utilize the technological tools to design tasks that encourage the students’ devolution regarding the activities that they carry out. Furthermore, the use of the potentialities of the distance learning platforms enabled successful communication between the participants in the didactic situation. It is recommended that quantitative research is used to investigate the ways in which the various components in the design could affect students’ learning.

The spreading aspects of the seventeen sustainable development goals have been of concern to ‎researchers in education worldwide. These goals have shed light on and captured the attention of ‎very crucial issues. The significance of these issues (the core of each SDG) lies in their ‎importance, connectedness, and mutual influence on each other. Education, ‎ the highest peak of achievement in every society, and hence in the whole (small) world, is ‎directly affected by each SDG. That was the reason for considering the future of Education in sight ‎of one of the most influential sustainable goals, namely, peace, justice, and strong institutions. The ‎current paper is a position paper that discusses the float of the sixteenth sustainable goal along the ‎future of Education. The researchers propose two statements: firstly, SDG 4 (Quality Education) ‎and SDG 16 possess a reciprocal interaction property (i.e., mutually impact each other). ‎Secondly, this cyclic process has to start by first accomplishing SDG 16‎‏.

Analyzing digital video recordings (DVRs) is an effective instructional strategy for professionally preparing and developing prospective teachers. This study examines the impact of using DVRs among prospective teachers at Al-Qasimi College on their technological pedagogical content knowledge (TPACK) and its seven domains (TK, PK, CK, PCK, TCK, TPK, TPACK). The study was based on a mixed methodology approach, and the study sample included 70 prospective teachers who were distributed into an experimental group and a control group. Data were collected using the TPACK questionnaire and semi-structured interviews with 10 participants. The quantitative and qualitative results showed that prospective teachers in the experimental group significantly and positively impacted TPACK and its seven domains. The results of the study indicated that digital video recordings allowed prospective teachers to reflect and ponder on their teaching skills, content delivery, and the appropriate use of technology and its relevant tools in the educational process to identify strengths for development and weaknesses for improvement. Therefore, the results of the current study provide concrete evidence for the need to use DVRs as a promising educational approach in future professional preparation and to develop prospective teachers’ technological pedagogical content knowledge (TPACK).

The aim of the current study is to reveal the attitudes of Arabic language teachers for the elementary school in Haifa District within the green line in Palestine towards distance learning under crises. Moreover, it monitored the most important challenges they encounter during distance learning, and the impact of these various obstacles on their attitudes, positively and negatively. The study sample consisted of 5 Arabic teachers who were selected as follows: 2 male and 3 female teachers, both are elementary school teachers. This study utilized a qualitative approach using multiple case studies - a multiple case study. Semi-structured interviews were used as a tool for the study, which include open questions directed to Arabic language teachers. Accordingly, they will obtain the qualitative data necessary to answer the research questions related to their attitudes towards distance learning and the obstacles they face in such learning during the crisis. The interviews were analyzed using thematic analysis method. The results showed that there are several obstacles facing Arabic teachers during distance learning, the most important of which are technological obstacles and pedagogical obstacles. The results also indicate that there is a contradiction in the respondents' attitudes towards distance learning; some teachers had positive attitudes towards distance learning, while others believed it was negative.