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This research was designed to analyze the relationship between cognitive agility and both self-regulation and self-efficacy among pre-service teachers. The study was conducted on a sample of 210 pre-service teachers (97 males/ 113 females). Three scales were applied: the first is the Cognitive Agility Scale (CAS), which consists of five dimensions; cognitive flexibility, cognitive openness, attention focus, common sense, and emotional flexibility, the second is the self-regulation Questionnaire (SRQ) which consists of four dimensions: planning, monitoring, adjusting, and reflecting, and the third is the self-efficacy Questionnaire (SEQ) to measure pre-service teachers' social, academic, and emotional self-efficacy (developed by the researcher). For this study, using the descriptive approach and appropriate statistical methods The scores of the dimensions of self-regulation and self-efficacy of pre-service teachers were positively related to the scores of the dimensions of cognitive agility and the total score, there are statistically significant differences between males and females in common sense and emotional agility in favor of females, while in cognitive flexibility, cognitive openness, attention focus and cognitive agility in favor of males; there are differences between high and low levels in self-regulation and self-efficacy, in cognitive agility in favor of high levels, and the two-way interactions between: gender and levels of self-regulation, gender and levels of self-efficacy, levels of self-regulation and levels of self-efficacy affect in the cognitive agility. This study provides insights into the interactive effects of self-regulation, self-efficacy and cognitive agility. This may help in developing self-regulation and self-efficacy strategies to enhance the dimensions of cognitive agility and the total score of pre-service teachers.

Students with learning disabilities have been reported to have difficulty in a number of different executive functions, this study aimed to examine the effect of a social and emotional learning approach on executive functions in students with learning disabilities. The study was conducted using a quasi-experimental design with a pre-test and post-test on 207 middle school students enrolled in the third grade. Students were divided into two groups: an experimental group and a control group. The experimental group was taught using a social and emotional learning approach, while the control group was taught using a traditional teaching approach. Executive functions development was measured using a questionnaire we assessed three aspects of EF at the beginning and end of classes. These included the following: (a) working memory with a recall and sequencing task (number of items recalled and correct sequence), (b) inhibitory control with a flanker task (reaction time and accuracy), and (c) cognitive flexibility with the dimensional change card sort task (reaction time and accuracy). T-test results showed that students in classes using a social and emotional learning approach demonstrated significantly better executive functions performance compared to students in the traditional teaching group. Therefore, the social and emotional learning (SEL) approach provided important insights into how students can integrate and apply Social and Emotional Learning strategies to enhance executive functions. The implications of integrating a social and emotional learning approach into teaching and learning for students with learning disabilities are discussed.

The use of Artificial Intelligence (AI) in developing new teaching-learning solutions is gaining momentum towards transforming the education system in Egypt. Schools are beginning to shift from conventional methods of teaching to smart education to enhance students' learning experiences. Reviewing the literature on machine learning, personalized learning, and Bloom's taxonomy, and using qualitative approach; we set out to examine the following: How are the educational technology departments in Egypt using AI to change the ways teachers teach and students learn? What are the untapped AI-technologies that have the potential to transform the Egyptian education system? We conducted in-depth interviews with five specialized experts working in the field of technologies related to artificial intelligence and five leading Egyptian educational technology experts who work in developing artificial intelligence-based education systems for schools. Deploying grounded theory, we found that personalized learning, recommendation systems, and adaptive assessments are helping students and supporting teachers. In an emerging country context, we demonstrate the educational technology departments' view of AI and the experts' view of AI. The gaps between these views indicate the immense potential of AI which can be tapped by educational technology firms in their future applications. The study recommends that artificial intelligence has profound implications for the transformation of the education system in emerging countries.

Many students with learning disabilities have impaired emotional regulation, which is increasingly being recognized as a core feature of learning disabilities. The functional model of emotional information processing is supposed to be a useful tool to use when observing, explaining, and anticipating a human being while responding to emotional scenarios. It is a promising model for supporting the social emotional competence of students with learning disabilities. While research into this model is still in its infancy, it has borrowed much of its theoretical base from Crick and Dodge's SIP model and from Mayer and Salovey's EI capability. It is useful for improving the social emotional competence of students with learning disabilities. This study explores whether the Emotional Information Processing Model Intervention (EIP) has positive effects on social emotional competence in Students with learning disabilities. 12 students who suffer from learning disabilities in the primary stage were selected, they were diagnosed using selection criteria for learning disabilities and they were suffering from social emotional problems. The effects of training using the Cassady and Justin functional emotional information processing model on the social emotional competence of students with learning disabilities were evaluated using the Mann-Whitney U test, Wilcoxon's site rating test, and Z Value. The results of this study indicated the effectiveness of the emotional information processing (EIP) intervention model used in increasing the social emotional competence of students with learning disabilities.

توجد أربعة عوامل رئيسية لسوء معاملة الأطفال: . الإهمال (عدم الاكتراث) . سوء المعاملة الفيزيقي (الجسماني) . سوء المعاملة الوجداني والنفسي سوء المعاملة الجنسي إن الذين يسيئون إلى زوجاتهم من الضروري أن يسيئوا إلى أبنائهم خاصة في الجوانب الجسمانية، كما أن تعاطي الآباء للمخدرات مثل الكوكايين أو الهروين أو الكحوليات يجعلهم أكثر إساءة لأطفالهم؛ فقد وجدت عديد من الدراسات أن ثلثي نسبة الإساءة للأطفال يرجع إلى تعاطي المواد المخدرة أو الكحوليات، فقد وجد ارتباط بين تعاطي المخدرات والإساءة الجنسية، وارتباط بين تعاطي الكحوليات والإساءة الفيزيقية. ومن خصائص الأسر الذين يسيئون لأطفالهم: . تمت الإساءة إلى هؤلاء الآباء في طفولتهم . أسر لديها أزمات مادية وضغوط على الدوام . اسر تتعاطى المخدرات والكحوليات . أسر حادة في التعامل مع أطفالها، حيث يتعاملون بصلابة في تنظيم حياة الأطفال . أسر تتسم بالرعاية الزائدة أو الإهمال الزائد . أسر تشعر أن هناك صعوبات عند التعامل مع الأطفال ومن العواقب الوخيمة لإساءة معاملة الأطفال ما يلي: . التبول اللاإرادي . صعوبة الأكل والنوم . اضطراب الشخصية والسلوك الهابط كثرة البكاء والحزن الشديد . العدوانية وسرعة الانفعال . الخجل من التعامل مع الوالدين والآخرين كراهية العودة إلى المنزل . يعتقد الطفل أنه عديم القيمة، كما أنه لا يستطيع التأثير في الآخرين وقد يلجأ بعض الآباء إلى الإسراف في معاقبة الأبناء جسديا اعتقادا منهم في أنه نوع العقاب الوحيد على الرغم من أ، هـ توجد أنواع أخرى للعقاب، منها؛ إنهاء المقابلة والطلب من الأطفال الذهاب إلى حجراتهم، خرمانهم من أشياء يحبونها، تجاهل الهوايات والأنشطة التي تاستهويهم. يمكن منع الإساءة للأطفال والوقاية منها من خلال الاكتشاف المبكر لهذه الحالات كما أن الرضاعة الطبيعة مهمة في إحداث الدفء الوجداني بين الأمهات والأبناء فبدون الوقاية الاجتماعية وتقديم خدمات الصحة النفسية تصبح المشكلة أكثر تعقيدا وأعمق خطورة فان حوالي 1500 طفل يموتون في العام في الولايات المتحدة الأمريكية بسبب سوء المعاملة.

The current research aims to study the effectiveness of a counseling program based on Mindfulness in increasing concentration of attention and Reduce psychological stress among the general secondary stage. To achieve this goal, a counseling program has been developed that depended on activities that promote Mindfulness, in addition to a measure of Mindfulness, a measure of attention and a measure of psychological stress. The participants in this study were 74 students; It was divided into two groups. Experimental group (EG) consisted of 36 students while the control group (CG) consisted of 38 students. An experimental pretest and posttest control-group design was used in this study. The Mindfulness activates was conducted to the experimental group during the actual lesson period for 12 weeks with 50 minute sessions conducted three times a week. The results concluded that there are statistically significant differences between the pre and post measurements of the experimental group in both the dimensions of mindfulness and the total degree, as well as the level of attention in favor of the post measurement, while there were no statistically significant differences between the pre and post measurements of the experimental group in the degrees of the measure of psychological stress. The results also found that there were statistically significant differences between the experimental and control groups in both the dimensions of Mindfulness and the total degree, as well as the level of attention in favor of the experimental group, while there were no statistically significant differences between the experimental and control groups in the degrees of the measure of psychological stress. The researcher recommends support classroom and non-classroom activities. That increases the level of Mindfulness due to its importance in reinforcement of cognitive functions represented in attention to its main role in raising the level of academic achievement, and Reduce psychological stress.

Developing creativity and innovation demands the formation of a suitable environment that promotes the flow of new ideas, curiosity and innovation. This occurs in integrated forms of learning that facilitate problem-solving in realistic, authentic situations. Creativity is complex and multidimensional and has been defined in varied ways by different researchers. Among scholars of creativity, some define it in fairly simplistic terms, such as \"creating something new\", whereas others give more elaborate definitions that identify multiple phases in the process, such as \"being sensitive to problems, searching for solutions, testing hypotheses and disseminating results, The development of creativity among university students has important implications for their personal and professional lives after graduation. Specifically, research indicates that creativity is important to the success of individuals, industries, and societies, Consistent with many of the previously identified precursors to creativity, some common approaches to enhancing creativity are; Providing incentives to increase motivation, Imparting knowledge to increase expertise, Structuring interactions to improve the creative process in groups, Targeted improvement of very specific skills, dispositions, or characteristics and Improving micro-level environments to impart a culture that explicitly values creativity, by encouraging risk-taking and allowing for failure without repercussions. Teachers' conceptions, beliefs as also their technology related attitudes are linked to self-efficiency in technology acceptance process. Information and communication technology (ICT) experiences and are preconditions for decisions and actions regarding professional learning, teaching improvements and change, The educational technology has an important role in facilitating digital literacy of students with Special Needs and teachers. Within the renewal of the educational technology curriculum. The study recommended that ICT assisted learning environments can be used for fostering student centered teaching and enhancing individualization with tools for learning and evidencing students learning achievements and progress.

This study aims to investigate the effect of a self-regulated learning strategies on developing working memory and achievement goal orientation among high school students. The sample was selected from high school students. The participants in this study were 76 students. Experimental group (EG) consisted of 38 students while the control group (CG) consisted of 38 students. An experimental pretest and posttest control-group design was used in this study. The self-regulated learning strategies was conducted to the whole class by their actual teacher during the actual lesson period for 12 weeks with 50 minute sessions conducted three times a week. The program was designed based on the three basic fundamentals of self-regulated learning strategies, namely 'cognitive, metacognitive and resource management strategies'. The results of this study indicated great gains for students in the experimental group in among working memory and achievement goal orientation. The study shows that students in the experimental group, compared to those in the control group, develop robust among working memory and achievement goal orientation. Recommendation: As self-regulated learning strategies exhibit a substantial effect on students' among working memory and achievement goal orientation, it is recommended that teachers should learn how to implement these strategies in their lessons to increase their students' performance.