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Education in the Arab world
\"Education in the Arab world is a critical reference guide to development of education in Iraq, Jordan, Lebanon, Palestine, Syria, Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, the United Arab Emirates, Yemen, Algeria, Egypt, Libya, Morocco, Sudan and Tunisia. The chapters, written by local experts, provide an overview of the education system in each country, as well as discussion of educational reforms and socio-economic and political issues. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.\"--Back cover.
Book
Education for a Knowledge Society in Arabian Gulf Countries
This volume investigates the agendas and initiatives for using education to transition Gulf communities from being dependent on natural resources into knowledge societies. This volume presents information, case studies and empirical research about the development of information-based economies across the Arabian Gulf as a whole.
eBook
The Making of the Arab Intellectual
In the wake of the Ottoman Empire's nineteenth-century reforms, as guilds waned and new professions emerged, the scholarly 'estate' underwent social differentiation. Some found employment in the state's new institutions as translators, teachers and editors, whilst others resisted civil servant status. Gradually, the scholar morphed into the public writer. Despite his fledgling status, he catered for the public interest all the more so since new professionals such as doctors, engineers and lawyers endorsed this latest social role as an integral part of their own self-image.
This dual preoccupation with self-definition and all things public is the central concern of this book. Focusing on the period after the tax-farming scholar took the bow and before the alienated intellectual prevailed on the contemporary Arab cultural scene, it situates the making of the Arab intellectual within the dysfunctional space of competing states' interests known as the 'Nahda'. Located between Empire and Colony, the emerging Arab public sphere was a space of over- and under-regulation, hindering accountability and upsetting allegiances.
The communities that Arab intellectuals imagined, including the Pan-Islamic, Pan-Arab and socialist sat astride many a polity and never became contained by post-colonial states. Examining a range of canonical and less canonical authors, this interdisciplinary approach to The Making of the Modern Arab Intellectual will be of interest to students and scholars of the Middle East, history, political science, comparative literature and philosophy.
eBook
Prevalence of depression among medical students across the Arab region: a scoping review
Background
Depression among medical students is a significant mental health challenge globally, with increased prevalence rate in the Arab region.
Aim
To systematically review the prevalence and risk factors for depression among medical students in the Arab region.
Method
A systematic search of databases (PubMed, Medline, CINAHL, PsycINFO) and grey literature identified 16 observational cross-sectional studies conducted between 2019 and 2024.
Results
The studies included data from 9,243 participants, with a depression prevalence rate ranging from 40% in Palestine to 77.9% in Sudan. Risk factors associated with depression were grouped into five categories: sociodemographic, social and family dynamics, academic, behavioral, and lifestyle, and health and mental health history. To illustrate, younger age, female gender, and preclinical years of medical school are associated with a higher level of depressive symptoms. Social challenges, such as living apart from family and lacking adequate social support, were risk factors for psychological distress. Furthermore, academic pressure and uncertainty increase the possibility of having depressive symptoms. Maladaptive coping mechanisms such as substance abuse and excessive screen time, further exacerbate the condition.
Conclusion
This review underscores the critical need for tailored mental health strategies in Arab medical schools. Interventions should address stigma, enhance social and academic support, and include culturally relevant stress management and resilience-building programs. Future research should explore the impact of socio-political instability and evaluate interventions tailored to collectivist cultural norms.
Journal Article
Palestinian students in an Israeli-Hebrew University: obstacles and challenges
This study examines the status and integration of Palestinians from East Jerusalem studying at the Hebrew University. The research question focuses on how these students feel within the university walls and how they perceive attitudes towards them by lecturers, administrative staff, and fellow students. The study is based on qualitative research methodology conducted through in-depth interviews.The findings reflect a dire reality in which Palestinian students experience feelings of isolation and even alienation. They experience their period of study as being difficult and unpleasant, one that they must simply endure if they wish to obtain their desired degree. The students’ initial experience is one of a culture shock, entering into an unfamiliar space, and struggling with a foreign language. In addition to this initial shock, the dominant experience that they describe is one of exclusion and being ignored. This experience is particularly difficult during their first year of studies, with the language barrier being the most difficult obstacle. On the other hand, the participants also describe the campus as being a place of shelter, as opposed to the hostile and threatening outside world. While this may sound paradoxical, it reflects their complex reality. The students report that once they enter the campus, they feel protected, unlike other spaces in the public sphere where they are subject to harassment by the police and Jewish extremists.
Journal Article
Artificial intelligence national strategy in a developing country
Artificial intelligence (AI) national strategies provide countries with a framework for the development and implementation of AI technologies. Sixty countries worldwide published their AI national strategies. The majority of these countries with more than 70% are developed countries. The approach of AI national strategies differentiates between developed and developing countries in several aspects including scientific research, education, talent development, and ethics. This paper examined AI readiness assessment in a developing country (Palestine) to help develop and identify the main pillars of the AI national strategy. AI readiness assessment was applied across education, entrepreneurship, government, and research and development sectors in Palestine (case of a developing country). In addition, it examined the legal framework and whether it is coping with trending technologies. The results revealed that Palestinians have low awareness of AI. Moreover, AI is barely used across several sectors and the legal framework is not coping with trending technologies. The results helped develop and identify the following five main pillars that Palestine’s AI national strategy should focus on: AI for Government, AI for Development, AI for Capacity Building in the private, public and technical and governmental sectors, AI and Legal Framework, and international Activities.
Journal Article
The Development of Social Essentialism: The Case of Israeli Children's Inferences About Jews and Arabs
Two studies examined the inductive potential of various social categories among 144 kindergarten, 2nd-, and 6th-grade Israeli children from 3 sectors: secular Jews, religious Jews, and Muslim Arabs. Study 1—wherein social categories were labeled—found that ethnic categories were the most inductively powerful, especially for religious Jewish children. Study 2—wherein no social category labels were provided—found no differences across sectors either in the inductive potential of ethnic categories or in children's capacity to visually recognize social categories. These results stress the importance of labels and cultural background in children's beliefs about social categories. The implications of these findings for accounts of the development of social essentialism are discussed.
Journal Article
\Us and them\: towards intercultural competence among Jewish and Arab graduate students at Israeli colleges of education
The present study aims to examine the impact of encounter between two different ethnic groups, Jews and Arabs, of Israeli first-year graduate students who study in four colleges of education, on the development of their intercultural competence: (1) knowledge regarding the \"other,\" (2) change in attitudes and behavior towards the other, and (3) multicultural educational practice. The findings point to two clear factors affecting the development of intercultural competence: the formal and informal college experience as reported by respondents, particularly the contents and tools that both Jews and Arabs acquired at the college in addition to personal characteristics and off-campus encounters. The second factor is the difference between the experiences of Jewish and Arab students: while Arab students are more knowledgeable regarding the Jewish culture and are more willing to change attitudes and educational practices in light of multiculturalism, Jewish students are less prone to make such changes. Thus, according to our findings, intercultural encounters among educators during their graduate studies could create a unique opportunity to turn the college experience transformational in terms of intercultural competence, particularly in the segregated structure of Israeli society.
Journal Article
Cross-border precarity: the complex strain on expatriates and their families amidst public health crisis
This paper presents a conceptual model for understanding cross-border precarity during the COVID-19 pandemic. It examines how public health emergencies exacerbate the challenges faced by expatriates and their families in cross-border contexts. The case study illustrates the complex nature of precarity, emphasising how its various forms like systemic, institutional, economic, health, social, and psychological are interacted and intensified during the pandemic, leading to lasting instability for expatriates that extends beyond borders and impacts their families. Findings indicate that restrictive immigration policies, delayed repatriation efforts, and inadequate support mechanisms exacerbated expatriates’ hardships, which in turn amplified the economic and psychological strains faced by dependents in Kerala. This paper argues for integrating expatriate needs into the International Health Regulations (IHR) for managing public health emergencies, including comprehensive guidelines for repatriation and expatriate-inclusive country capacity assessments. This model serves as a tool to inform policymakers, social work practitioners, and public health professionals in designing interventions and policies that address the unique and intersecting forms of precarity in times of crisis, ultimately contributing to a more inclusive, transnational approach to public health resilience.
Journal Article
UAE university students’ experiences of virtual classroom learning during Covid 19
Virtual Classroom (VC) learning approaches have recently drawn considerable attention because they have the potential to encourage student engagement to ensure active and collaborative learning. Although research on online learning has gained visibility in recent times, VC learning has not received notable attention, especially in Gulf countries like the United Arab Emirates (UAE). The study examines students’ perception and experience of VC in a university in UAE during the COVID-19 pandemic in terms of its necessity and helpfulness. This research also examines the situational pressure of VC and aims to explain the reasons for its desirability and inevitability. As a current learning space beyond the conventional face-to-face classroom learning, VC learning is available in various forms and quality depending on creating opportunities for the learners’ participation. However, there are issues with VC practice too. Our analysis of survey data (
N
= 334) leads to portraying autonomous learning freedom in different learning environments in VC. We argue that students may resort to VC not because of its proven effectiveness but because of the necessity to continue addressing their learning needs. This study contributes to the general understanding of the online and traditional in-person classroom learning and virtual learning resources in the teaching of English as a globally desired language.
Journal Article