The Center for Educational Innovation (CEI) is driven by:
Connecting faculty, research and practice
Evolving efforts to meet emerging professional learning needs
Innovating learning and teaching experiences
Our Vision
“To empower faculty to enhance learning experiences in ways that are responsive to a dynamic and evolving higher education context.”
As a result of interactions with the CEI, faculty are supported to improve student learning experiences within the ZU educational context. Faculty are able to:
• Implement new practices in course design and assessment.
• Incorporate a scholarly approach to teaching and learning.
• Reflect critically on their teaching practice.
• Contribute to an academic community which challenges and critiques current practice.
• Experiment with pedagogical interventions to increase student engagement.
• Explore new ideas in learning and teaching.
• Identify, evaluate and integrate appropriate tools for the purpose of enhancing learning and teaching.
Prof. Christina Gitsaki Research Coordinator and Acting Director
Michael
Specialist, Pedagogical Innovation and Effectiveness
Ghalya Al Suwaidi Ed Tech Trainer
Dr. Wafa Zoghbor Faculty, CEI
Pazinas
Dr. Emily Winchip Faculty, CEI
Aisha Al Shaheen Senior Administrative Officer
Samar Shamia Ed Tech Trainer
Learning and Teaching in Higher Education: Gulf Perspectives is a peer reviewed, Open Access journal, which focuses on all aspects of Higher Education research with a regional focus on the Gulf, but with global relevance and readership.
LTHE aims to present and discuss issues and research of relevance to university and college educators in the Arab Gulf Region. LTHE is a refereed journal published by Emerald Publishing Group. The journal is intended to be of relevance to people teaching in any discipline, or supporting learning in other ways, in higher education in the Gulf, although the readership is worldwide.
Welcome to this year’s Scholarship of Teaching and Learning Conference. Zayed University is very pleased to again welcome a large number of participants, including distinguished keynote speakers, to advance our understanding and spark fruitful discussion on a topic of great consequence for the future of higher education.
The theme of this year’s conference reminds us of two things: First, that AI is likely to have a profound impact on higher education, as it will have on many fields of activity. It is imperative that we not only keep up with the conversations about the role of AI in the development of civilization, but that we do our part to lead that conversation. Second, the theme reminds us that the initial concerns about the impact that AI would have on education were perhaps more fearful than is necessary, but for that very reason were perhaps more narrow than necessary. If one thing is clear it is that AI’s potential for generating change in higher education is only beginning to be understood.
As a university committed to both teaching and research, we believe that it is imperative that these two streams of activity inform and support one another. We want our practice as teachers to be enriched by careful and imaginative research. At the same time, we want our classrooms to be both places of learning and sources of data for researchers whose aim is to improve our practice as teachers. This is why the scholarship of teaching and learning is so important to us, as I believe it should be to every educator.
Though many are willing to guess, no one really knows where AI and other emerging technologies will take us in the future. But we do know one thing. In the span of a few short years that our students are with us at university, the ways of navigating the worlds of work and daily life may change profoundly. This is both exciting and disorienting. One of the things that I
hope this conference will accomplish is to provide some roadmaps that will allow more innovative teaching and better preparation of students who will navigate that future world. I look forward to learning from you.
Prof. Michael Allen Acting Vice President Zayed University, UAE
Welcome to this year’s annual conference on the Scholarship of Teaching and Learning, where we will gather under the theme, “The Next Chapter in Higher Education: Navigating Teaching, Learning, and Assessment in the Era of AI.”
As we stand at the intersection of technology and education, we face both incredible opportunities and significant challenges. Artificial intelligence has been reshaping the landscape of higher education, transforming not only how we teach but also how students learn and assess their knowledge. This shift compels us to reconsider our pedagogical approaches and to develop innovative assessment strategies, ensuring that they remain relevant and effective in this rapidly changing environment.
Over the next two days, we will explore diverse perspectives and share best practices on integrating AI into our educational frameworks. Experts will discuss how AI can enhance personalized learning experiences, support faculty in their teaching endeavors, and ultimately help to create a more inclusive and equitable educational system.
Our goal is to harness the potential of AI to enrich teaching and learning, while maintaining our commitment to academic integrity and student engagement, and to do this, we need curiosity and collaboration.
Thank you for being here, and I hope this conference brings about inspiring conversations and insights that will emerge as we navigate this next chapter together.
Nadia Bhuiyan Interim Provost
and Chief Academic Officer, and Associate Provost Zayed University, UAE
Welcome to the 9th Annual SoTL Conference hosted by the Center for Educational Innovation at Zayed University, Dubai, UAE. The Scholarship of Teaching and Learning (SoTL) is a field of research and study that aims to improve teaching and learning in the higher education context. Given the disruptions to education that the use of generative AI tools has caused and the evolution and innovation they brought to the teaching and learning process, it is time to take stock and see how to move forward when it comes to effective pedagogical practices in the university classroom with these tools and everything technology has to offer. Engaging in SoTL is considered as the most effective and transformative method of teacher professional development because SoTL practitioners inform their practice by the research that they conduct in their own classrooms. In other words, SoTL is the nexus where teaching and research meet and it can be extremely powerful in developing individuals and bringing about change on a large scale by increasing the quality of teaching and learning in higher education institutions.
SoTL 2024 features 38 presentations that focus on practical examples and tools of teaching interventions in the higher education context. Each presentation is a classroom-based inquiry with the ultimate aim to inform practice and promote evidence-based teaching. The program also features sessions by Studiosity, FeedbackFruits, University of Cambridge Press and Assessment, Anthology, KnowledgeE and the Al Ghurair University Consortium for Quality Online Learning, all of them organizations dedicated to excellence in higher education, and a panel of experts to further discuss the impact of AI in Higher Education.
A special thank you to Cambridge University Press and Assessment and FeedbackFruits for providing valuable sponsorship for this year’s event and to Zayed University for funding for this event. Finally, a huge thank you to the CEI team: Dr. Emily Winchip, Dr Wafa Zoghbor, Michael Pazinas, Ghalya Al Suwaidi, Samar Shamia, and Aisha AlShaheen.
Thank you all for being part of SoTL 2024.
Christina Gitsaki Acting Director & Research Coordinator Center for Educational Innovation
Zayed University, UAE
h a t i s
Linguaskill??
Test your students’ English language skills quickly and reliably
Why choose Linguaskill??
F l e x i b l e
Modular testing of all four skills
For all your assessment needs
Test any number of candidates
Complementary learning solutions
I n n o v a t i v e
Every test is unique
Tests ability from below A1 to C1 or above on the CEFR
n v e n i e n t a n d f a s t T r u s t e d
Fast, accurate results in under 48 hours
Easy and quick to administer
Test anytime, anywhere
In-depth, easy-to-understand reports
Validity and reliability
Assesses communicative ability
Well recognised
Accuracy and quality from Cambridge
cambridgeenglish.org/linguaskill
List of Presenters
Cindy Bonfini-Hotlosz Centreity, AGF UCQOL
Emily Winchip Zayed University
Anjitha
Bashar
Cindy Bonfini-Hotlosz Centreity, AGF UCQOL
cindy.bonfini@centreity.com
Emily Winchip Zayed University
Erich Dietrich
Wafa
Washika Haak Saheem
Erich Dietrich
PRE-CONFERENCE
PROGRAM – NOVEMBER 7, 2024
INNOVATION CENTER – ZAYED UNIVERSITY - DUBAI
14:00-14:30 REGISTRATION DESK OPENS – 1ST FLOOR
14:30-15:00 OFFICIAL WELCOME
ROOM 1 – WORKSHOP 1
AI AND ASSESSMENT IN HIGHER EDUCATION
15:00-16:30
EMILY WINCHIP
16:30-18:00
AI AND ASSESSMENT IN HIGHER EDUCATION
EMILY WINCHIP
ROOM 2 – WORKSHOP 2
AI AND ACADEMIC INTEGRITY IN HIGHER EDUCATION
15:00-16:30
16:30-18:00
ZEENATH REZA KHAN
AI AND ACADEMIC INTEGRITY IN HIGHER EDUCATION
ZEENATH REZA KHAN
ROOM 3 – WORKSHOP 3
15:00-16:30
16:30-18:00
AI AND TEACHING IN HIGHER EDUCATION
MICHAEL PAZINAS
AI AND TEACHING IN HIGHER EDUCATION
MICHAEL PAZINAS
ROOM 4 – WORKSHOP 4
15:00-16:30
AI AND SCHOLARSHIP IN HIGHER EDUCATION
WAFA ZOGHBOR
15:00-16:30
16:30-18:00
AI AND TEACHING IN HIGHER EDUCATION
MICHAEL PAZINAS
AI AND TEACHING IN HIGHER EDUCATION
MICHAEL PAZINAS
ROOM 4 – WORKSHOP 4
15:00-16:30
16:30-18:00
AI IN SCHOLARSHIP AND RESEARCH IN HIGHER EDUCATION
WAFA ZOGHBOR
AI IN SCHOLARSHIP AND RESEARCH IN HIGHER EDUCATION
WAFA ZOGHBOR
Pre-Conference | Workshop 1
Emily Winchip
Center for Educational Innovation, Zayed University, UAE Emily.winchip@zu.ac.ae
Emily Winchip is an Assistant Professor at Zayed University in the Center for Educational Innovation. She facilitates workshops for faculty about assessment, data collection and analysis. Dr. Winchip is a Senior Fellow of the Higher Education Academy. She completed her PhD at the University of Nottingham, UK (2019) and her MEd in Educational Measurement, Evaluation, Statistics, and Assessment at the University of Illinois Chicago (2014).
AI and Assessment in Higher Education
This workshop will focus on modifying approaches to assessment in higher education in response to students’ access to AI tools. We will work on how to integrate AI tools in assessments as well as strategies to modify assessments to avoid unethical or unauthorized AI use. In this hands-on workshop, we will look at frameworks for clear communication about ethical use, try out some of AI integrations in assessment, and work in groups to modify assessments. We will take time to discuss concerns about AI use and assessment. Our discussion will be based on principles of authenticity in assessment, assessment for learning, and encouraging ethical AI use.
Participants may bring examples of assessments that may be susceptible to unethical AI use or may be in the process of designing new assessments for their higher education courses.
Pre-Conference | Workshop 2
Zeenath Reza Khan
University of Wollongong in Dubai, UAE, ENAI WG Centre for Academic Integrity in the UAE, Zeenath.khan@gmail.com
Zeenath Reza Khan, Founding President of the ENAI WG Centre for Academic Integrity in the UAE and Associate Professor at UOWD, is a global awardwinning academic with over 80 publications. Her research spans academic integrity, ethics in IT, and STEM education, earning numerous accolades for her contributions to education and women’s empowerment.
Building a campus-wide culture of integrity in the era of GenAI
This workshop, titled “Building a Culture of Academic Integrity in the Era of GenAI and Contract Cheating,” offers a comprehensive approach to fostering academic integrity in the rapidly evolving educational landscape. Drawing on over a decade of research, it introduces the IEPAR framework, which encompasses five critical elements: Inspiration, Education, Pedagogical Consideration, Assessment Design, and Response and Restorative Practice. The session explores the rising challenges posed by generative AI (GenAI) and contract cheating, emphasizing the need for institutions to inspire ethical behaviour, educate both faculty and students on the consequences of misconduct, and implement innovative teaching strategies that cultivate personal responsibility. Participants will also learn how to design assessments that reflect course content and real-world applications while minimizing opportunities for cheating.
Additionally, the workshop discusses fair and transparent responses to academic misconduct, promoting restorative practices that encourage ethical learning. By the end of the session, participants will gain practical tools and insights to embed integrity into their academic environments, ensuring a culture that supports both ethical learning and academic excellence.
Pre-Conference | Workshop 3
Michael Pazinas
Center for Educational Innovation, Zayed University, UAE michael.pazinas@zu.ac.ae
Michael Pazinas is a specialist in Learning Experience Design, leading LX.ai, a pioneering faculty development initiative at Zayed University that integrates human-centred design with AI-enabled learning strategies. With extensive experience in pedagogical innovation, he has directed major national educational programs such as the iOS Design Challenge and Swift Accelerator. A Senior Fellow of the Higher Education Academy (HEA), Michael is also the Lead Apple Professional Learning Specialist in the Middle East, recognised for his role in designing professional development programs across Europe and the Gulf. His work focuses on inclusive design, digital learning, and fostering innovative educational experiences.
AI and Teaching in Higher Education
This hands-on workshop for higher education faculty explores how AI tools can enhance both the design and delivery of learning experiences. Participants will discover practical ways to integrate AI into their teaching to foster foundational skills and cultivate higher-order thinking in students. By examining AI’s role in education, the workshop emphasizes developing discerning students who can critically engage with AI, ensuring it becomes a meaningful part of their learning journey rather than a passive tool. Faculty will be equipped to design impactful learning experiences that responsibly and effectively harness AI’s potential.
Pre-Conference | Workshop 4
Wafa Zoghbor
Center of Educational Innovation (CEI), Zayed University, Abu-Dhabi, UAE Wafa.Zoghbor@zu.ac.ae
Zeenath Reza Khan, Founding President of the ENAI WG Centre for Academic Integrity in the UAE and Associate Professor at UOWD, is a global awardwinning academic with over 80 publications. Her research spans academic integrity, ethics in IT, and STEM education, earning numerous accolades for her contributions to education and women’s empowerment.
AI in Scholarship and Research in Higher Education
The incorporation of Artificial Intelligence (AI) into Scholarship of Teaching and Learning (SoTL) research is transforming the way educators approach their research and teaching methods. With the growing use of AI tools, there is a potential to improve the efficiency of researching topics, analyzing data, writing manuscripts, and gaining deeper insights into the learning process. However, the rapid advancement of AI also presents challenges, such as ethical concerns regarding data privacy, transparency, and maintaining academic integrity.
The goal of this workshop is to enhance scholars’ understanding of how AI can be utilized in SoTL research while addressing the challenges associated with implementing AI tools, including ethical considerations. Participants will explore how AI can streamline research processes to facilitate classroom-based research and enhance pedagogical strategies.
The workshop will comprise three main components: an overview of current AI tools for educational research, practical demonstrations showcasing how AI can automate data collection and analysis, and discussions on ethical implications, along with strategies to mitigate risks related to privacy and integrity. By the conclusion of the workshop, participants will have gained practical knowledge and ethical guidelines for responsibly integrating AI into their SoTL research.
FOYER - 2ND FLOOR CONVENTION CENTER
8:00 - REGISTRATION DESK OPENS
8:00-9:00 BREAKFAST
MULTIPURPOSE ROOM – 2ND FLOOR CONVENTION CENTER
9:00-9:30 OPENING CEREMONY
PLENARY 1
9:30-10:15
AI’S POTENTIAL IN TEACHING, LEARNING AND ASSESSMENT
LYDIA ARNOLD, HARPER ADAMS UNIVERSITY, UK
10:15-10:30 COFFEE BREAK
10:30-13:15 PARALLEL SESSIONS (ROOMS: A, B, C, D)
13:15-14:00 LUNCH @ THE FOYER – 2ND FLOOR CONVENTION CENTER
PLENARY 2
14:00-14:45
ARTIFICIAL INTELLIGENCE, ASSESSMENT AND CHEATING. WHAT DOES THE EVIDENCE SHOW?
PHIL NEWTON, SWANSEA UNIVERSITY, UK
14:45-15:00 COFFEE BREAK
15:00-16:15 PARALLEL SESSIONS (ROOMS: A, B, C, D)
PANEL OF EXPERTS SESSION & CLOSING
AI IN HIGHER EDUCATION: TRANSFORMING LEARNING AND NAVIGATING CHALLENGES
CHRISTINA GITSAKI (MODERATOR), ZAYED UNIVERSITY, UAE
16:15-17:00
ERICH DIETRICH, NEW YORK UNIVERSITY ABU DHABI, UAE
LYDIA ARNOLD, HARPER ADAMS UNIVERSITY, UK
ANN SCHOLL, CAA, MINISTRY OF EDUCATION, UAE
CINDY BONFINI-HOTLOSZ, CENTREITY, AL GHURAIR FOUNDATION, UAE
ELIZABETH CHURCHILL, MBZUAI, UAE
ROOM A – 2ND FLOOR CONVENTION CENTER
10:30-11:45
PANEL A1
TEACHING & AI
10:30-10:50 | SESSION A1.1
ESSENTIAL ELEMENTS OF THE CLASSROOM OF TOMORROW: FOCUS ON NEW TECHNOLOGIES AND AI
LANA HIASAT & CHRISTINE COOMBE
10:50-11:10 | SESSION A1.2
STUDENT PERCEPTIONS, KNOWLEDGE AND ETHICAL AWARENESS OF AI TOOLS ANDREW MILEWSKI, NAJWAN FARES & WIJDAN ALOMAIM
11:10-11:30 | SESSION A1.3
THE ETHICAL INTEGRATION OF AI IN EDUCATION: A 21ST-CENTURY SKILL FOR CRITICAL AND RESEARCHBASED LEARNING
RIMA AL CHAAR & NADINE JAAFARAWI
11:30-11:45 | DISCUSSION
11:45-12:00 COFFEE BREAK
12:00-13:15
PANEL A2
TEACHING & AI
12:00-12:20| SESSION A2.1
USING GHATGPT TO ENHANCE TEACHING IN ISLAMIC STUDIES AT ZAYED UNIVERSITY
AYESHA ALKETBI & AMNA KHALID
12:20-12:40| SESSION A2.2
BEYOND AI: EXPANDED PHOTOGRAPHIC EXPRESSIONS THROUGH ZU’S CURRICULUM
IOANNIS GALANOPOULOS PAPAVASILEIOU
12:40-13:00 | SESSION A2.3
USING PHYSICAL MODELS WITH AI FOR PRODUCING DESIGN CONCEPTS
MARCO SOSA & LINA AHMAD
13:00-13:15 | DISCUSSION
13:15-14:00 LUNCH @ THE FOYER – 2ND FLOOR CONVENTION CENTER
AI IN EDUCATION: SIX AI TOOLS AVAILABLE TODAY IN BLACKBOARD
MALEK IBRIK
15:30-16:00 | SPONSORED SESSION – AL GHURAIR FOUNDATION
LEVERAGING AI TO ENHANCE COURSE DESIGN
CINDY BONFINI-HOTLOSZ & WASHIKA HAAK SAHEEM
16:00-16:15 | DISCUSSION
16:15-17:00 PANEL OF EXPERTS SESSION & CLOSING – MULTIPURPOSE ROOM - 2ND FLOOR CONVENTION CENTER
Kenote Speaker | Plenary 1
Harper Adams University, UK
larnold@harper-adams.ac.uk
Professor Lydia Arnold is Associate Pro Vice-Chancellor (Learning, Teaching and Digital) at Harper Adams University, where she leads Curriculum development, professional development, digital pedagogies, and the Scholarship of Learning and Teaching (SoTL). Acting as a developer and change leader, Lydia has long sought new approaches to teaching and learning. She writes and speaks on a range of topics, including assessment, SoTL, AI in education, and digital tools. She is also proud to remain active as an educator, teaching classes in research methods and teacher education. With a first Degree in Geography and Education with Mathematics from the University of Keele and a Doctorate from the University of Liverpool, Lydia has a varied discipline background. She is a Principal Fellow of AdvanceHE, a UK National Teaching Fellow, and holds a Certified Membership of the Association for Learning Technology. She is active on social media and shares ideas through her long-established blog. Beyond education, she enjoys walking, listening to live music, and reading.
Lydia Arnold
AI’s Potential in Teaching, Learning and Assessment
In our rapidly evolving world, Artificial Intelligence (AI) is reshaping the skills that students need for their careers and broader lives. This talk will explore the challenges and possibilities for AI in Higher Education. We will address widely held concerns about academic integrity, assessment security, and ethics while highlighting AI’s many exciting opportunities. Drawing on established scholarship from different parts of the globe related to learning, teaching, and assessment, we’ll examine how AI could help us to enhance feedback literacy, develop critical skills, promote sustainable educational practices, and increase learner engagement. By focusing on where AI can positively impact the experiences of both staff and students, this talk encourages innovation and forward-thinking about AI in education. It concludes with a call for us to remain scholarly in our approaches to AI in teaching, using SoTL (Scholarship of Teaching and Learning) to evaluate and critically appraise emerging technologies as the future unfolds and to share our learning across the global teaching community.
Kenote Speaker | Plenary 2
Phil Newton
Swansea University, United Kingdom
P.Newton@Swansea.ac.uk
Professor Phil Newton teaches evidence-based approaches to learning, teaching and assessment at Swansea University. He has worked extensively on issues of cheating and academic integrity, and how these can be moderated by effective assessment design. His current research focuses on the impact of new artificial intelligence tools on these issues. His day job is teaching neuroscience to students in the medical school. Prior to working at Swansea he spent 8 years at the University of California, San Francisco, having completed a PhD at the University of Leeds, UK.
Artificial Intelligence, Assessment and Cheating. What does the evidence show?
New generative AI tools such as ChatGPT have attracted enormous interest, and concern, about their potential impact on current teaching and assessment practices in Higher Education. This presentation will consider the current evidence base showing how these tools can, and cannot, be used to cheat on common assessment formats in higher education. We will also consider what this means, what we could do about it, and what we should do about it.
Sponsored Session 1 | Studiosity
Katya Burfitt
Regional Director Middle East, Studiosity
kburfitt@studiosity.com
Katya Burfitt is a professional with over 15 years of experience in education. During her career, Katya has worked for high schools and universities in the UK, USA, Canada, Australia and New Zealand, focusing on launching and successfully growing institutions’ brands globally. Katya has vast experience in account management and partnerships and has in-depth knowledge of the Higher Education sector. As Regional Director at Studiosity, Katya focuses on offering best in class support to the partners, as well as continuing to build the Studiosity brand within the region and expanding the partner network in the Middle East.
Getting ‘AI for Learning’ right to sustainably grow student success. A global, multi-institutional case study
In 2024, universities grapple with layered challenges: declining student participation, persistent equity gaps, student expectations for AI, and the very value of a degree. Leaders are looking for a more hopeful less fearful future - only possible with a student-centric transformation at the institutional level. With 2024 data from UK universities, Studiosity Regional Director Katya Burfitt, illustrates how a student-centric approach to AI can support student success and systematically strengthen universities that are trying to keep up with a rapidly-evolving, post-Covid educational landscape. Hear where universities should be investing, but aren’t; discover the institutions where leaders are unafraid to demand more of AI and their own systems; how educators are able to integrate proven pedagogy - inquiry, personalisation, feedback, critical thinking - at a never-before-seen scale; see growth in critical thinking, participation, satisfaction, and confidence: a playbook for those tasked with students’ ethical learning and wellbeing in the age of AI. Studiosity’s learner-centric paradigm - that is currently in practice around the world and expanding in the UAE - addresses some of the most common issues higher education institutions face, heralding a brighter future for learners - and for all the educators tasked with their care.
mike@feedbackfruits.com
Mike Whittaker is driven by a passion for enhancing education. Growing up in a country where education plays a pivotal role in shaping the future, he has experienced its transformative power firsthand. His mission is to ensure that every student graduates equipped with the skills to solve real-world problems.
Harnessing AI to Transform Education
AI is reshaping higher education by enabling more personalized learning experiences, streamlining repetitive tasks, and fostering deeper student engagement. AI-driven tools support adaptive learning pathways, facilitate personalized feedback, and provide insights into student progress. This empowers educators to focus on designing impactful, student-centered learning experiences that enhance student success and outcomes. FeedbackFruits harnesses AI to create inclusive, personalized, and active learning environments. Our tools streamline assessment, facilitate peer feedback, and support collaborative learning. With our AI-powered feedback assistant, Acai, students receive instant, actionable insights on their work, promoting self-reflection and improving feedback literacy. Additionally, Acai automates grading and content moderation, reducing faculty workloads and enhancing course consistency. By embracing AI, institutions can drive innovation in teaching, improve learning outcomes, and prepare students for the future workforce. FeedbackFruits integrates AI seamlessly into existing Learning Management Systems (LMS), allowing universities to adopt these advancements without major infrastructure changes. In today’s digital world, AI in education is essential for fostering impactful, scalable learning experiences.
Malek.ibrik@anthology.com
Malek Ibrik is a Customer Success Manager with over a year experience at Anthology. Over the past year, Malek has worked closely with education institutions in UAE and the Middle East to share the latest in EdTech solutions and help institutions achieve their goals. Anthology
AI in Education: Six AI Tools Available Today in Blackboard
Join us to learn about six Generative Artificial Intelligence pedagogical tools that have been collaboratively, ethically and securely integrated within the Blackboard Learn LMS.
Anthology has partnered with Microsoft to provide the AI Design Assistant that helps teachers to create, design, and enrich their learning content by inspiring teachers to make course creation more efficient.
Created within the guidelines of our Trustworthy AI Approach, these new capabilities give instructional designers and instructors a head-start on the course building process while remaining in control – giving them more time to do what they do best: teach!
The tools that we’ll explore in the session include:
1. AI image generation with Unslpash
2. Course builder aide to create draft modules, titles, and descriptions
3. Content-based test generation
4. Rubric generation
5. Authentic Discussion, Journal and Assessment
6. AI Conversation
Sponsored Session 4 | UCQOL
Cindy Bonfini-Hotlosz
Centreity, Al Ghurair Foundation, University Consortium for Quality Online Learning (UCQOL), UAE
Cindy.bonfini@centreity.com
Cindy Bonfini-Hotlosz leads the executive team of the Abdulla Al Ghurair UCQOL project, where they drive innovation in higher education through the adoption of cutting-edge AI and technology-enhanced learning solutions to help build capacity to deliver quality technology-enhance learning throughout the UAE. With a focus on improving academic outcomes and operational efficiency, Cindy has pioneered technology-enhanced initiatives globally in partnership with the United Nations.
Washika Haak Saheem
Dubai Business School, University of Dubai, UAE wsaheem@ud.ac.ae
Cindy Bonfini-Hotlosz leads the executive team of the Abdulla Al Ghurair UCQOL project, where they drive innovation in higher education through the adoption of cutting-edge AI and technology-enhanced learning solutions to help build capacity to deliver quality technology-enhance learning throughout the UAE. With a focus on improving academic outcomes and operational efficiency, Cindy has pioneered technology-enhanced initiatives globally in partnership with the United Nations.
Leveraging AI to Enhance Course Design
This session explores how AI was integrated into the academic framework at the University of Dubai Business School to streamline instructional design processes and enhance student engagement as part of the Abdulla Al Ghurair University Consortium of Quality Online Learning (UCQOL). Custom Subject Matter Expert GPTs were used to align weekly topics, assignments, and Course Learning Outcomes (CLOs), helping to align to international quality standards and accelerating completion time. By providing AI thought partners to faculty and instructional designers, the university replaced traditional assessments with portfolio-based evaluations, fostering AI-proof authentic assessments. This session will share key lessons learned during implementation and highlight the challenges we encountered. Participants will leave with practical insights and strategies for integrating AI to drive innovation and improve learning outcomes.
PANEL OF EXPERTS
AI in Higher Education: Transforming Learning and Navigating Challenges
This panel of experts will discuss the positive impact of AI in teaching and learning in higher education while acknowledging the complexity of potential issues and challenges. In particular, the panel will focus on aspects, such as teaching, assessment, student engagement, and institutional concerns.
Christina Gitsaki - Moderator
Center for Educational Innovation, Zayed University, UAE christina.gitsaki@zu.ac.ae
Christina Gitsaki is the Research Coordinator and Director (acting) at the Center for Educational Innovation (CEI), Zayed University, UAE. She has previously served as the UNESCO Chair in Applied Research in Education. Prof. Gitsaki has conducted impact studies on the use of educational technologies. At the CEI, she oversees faculty professional development programs such as the Scholarship of Teaching and Learning helping faculty engage in classroom-based research on teaching effectiveness.
Erich Dietrich
Vice Provost of Undergraduate Education, New York University Abu Dhabi erich.dietrich@nyu.edu
Erich Dietrich is a distinguished scholar in the internationalization of higher education. He co-directs the SAGE Research Project on study away and student outcomes, and has published extensively on access and retention of Black students in Brazil. With two Fulbright Scholar Awards, he is recognized for his leadership in global education and academic excellence.
Cindy Bonfini-Hotlosz
Al Ghurair Foundation, University Consortium for Quality Online Learning Cindy.bonfini@centreity.com
Cindy Bonfini-Hotlosz leads the executive team of the Abdulla Al Ghurair UCQOL project, where they drive innovation in higher education through the adoption of cutting-edge AI and technology-enhanced learning solutions to help build capacity to deliver quality technology-enhance learning throughout the UAE. With a focus on improving academic outcomes and operational efficiency, Cindy has pioneered technology-enhanced initiatives globally in partnership with the United Nations.
Harper Adams University, UK larnold@harper-adams.ac.uk
Lydia Arnold is Associate Pro Vice-Chancellor (Learning, Teaching and Digital) at Harper Adams University, where she leads Curriculum development, professional development, digital pedagogies, and the Scholarship of Learning and Teaching (SoTL). Acting as a developer and change leader, Lydia has long sought new approaches to teaching and learning. She writes and speaks on a range of topics, including assessment, SoTL, AI in education, and digital tools. She is also proud to remain active as an educator, teaching classes in research methods and teacher education. With a first Degree in Geography and Education with Mathematics from the University of Keele and a Doctorate from the University of Liverpool, Lydia has a varied discipline background. She is a Principal Fellow of AdvanceHE, a UK National Teaching Fellow, and holds a Certified Membership of the Association for Learning Technology.
Ann Scholl
Commission for Academic Accreditation, Ministry of Education, UAE tracy.scholl@moe.gov.ae
Ann Scholl received her BA with a double major in History and Philosophy, and MA and PhD in Philosophy from the University of Nebraska-Lincoln. Dr. Scholl most recently worked in UAEU where she has served as Associate Professor of Philosophy, Chair of Philosophy Department, digital education projects and as administrator for Innovative Programming. She has worked in several countries and worked within a number of differing regional and national accreditation systems. Dr. Scholl’s research and teaching portfolio includes modern philosophy, applied ethics, philosophy of education, business ethics and ethics in corporate governance. Her main work in recent years centers upon the intersection between evolving educational administrative systems to better support innovative educational programming.
Elizabeth Churchill
Mohamed bin Zayed University of Artificial Intelligence, UAE churchill@acm.org
Elizabeth Churchill is Department Chair and Professor of Human-Computer Interaction at the Mohamed Bin Zayed University of Artificial Intelligence (MBZUAI). With an impressive background as a leader in building successful research and design teams at renowned technology companies such as Google, eBay, Yahoo, and Fuji Xerox, and with her extensive scholarship in HCI, cognitive science, and AI, Elizabeth is a prominent voice at the intersection of computation, interactive technology, and society.
Lydia Arnold
Panel A1 | Session A1.1
Lana Hiasat
Higher Colleges of Technology-Dubai, UAE
lhiasat@hct.ac.ae
Lana Hiasat is a senior lecturer at Higher Colleges of Technology Dubai and has a doctoral degree in educational leadership with specialization in educational technology. She has published in areas of educational technology, AI, emotional intelligence, future foresight, and cultural studies. She has won the HCT Teaching Excellence Award 2024-2025.
Christine Coombe
Higher Colleges of Technology-Dubai, UAE
ccoombe@hct.ac.ae
Christine Coombe is Associate Professor of General Studies at Dubai Academic City, Higher Colleges of Technology. Christine has published many books in areas like testing/assessment, teacher professionalism and effectiveness, multilingualism in TESOL, leadership in ELT, TBLT and research methods. Dr Coombe is Past President of the TESOL International Association (2011-2012).
Essential Elements of the Classroom of Tomorrow: Focus on New Technologies and AI
The researchers have been engaged in a-two-year interdisciplinary grant investigating teaching, learning and assessment models in the classrooms of tomorrow. One of the milestones of this project was the creation of an essential element framework. This presentation focuses on one of those elements, that of the importance and impact of new technologies and GenAI. A number of research methodologies were employed including document analysis, survey, focus groups, and observations. Data was collected in the following countries: Denmark, Singapore, and France. Future data collection will take place in a number of different sites worldwide. Participants were various stakeholders including students, faculty and administrators and/or educational leaders. Results indicate that the classrooms of tomorrow will have similarities to present day education. However, some noted differences were identified from research stakeholders. One of the noted changes is the topic of this presentation the use of GenAI and new technologies. It is hoped that when the essential elements of our framework are empirically validated that significant change in teaching, learning and assessment models will shift and focus on new technologies and GenAI.
Panel A1 | Session A1.2
Andrew Milewski
Psychology Department, Fatima College of Health Sciences, UAE
Andrew.Milewski@actvet.gov.ae
Andrew Milewski is an Instructor of English Language at Fatima College of Health Sciences (FCHS).
Najwan Fares
Midwifery Department, Fatima College of Health Sciences, UAENajwan.Fares@actvet.gov.ae
Najwan Fares is an Instructor of Anatomical Sciences at Fatima College of Health Sciences (FCHS).
Wijdan Alomaim
RMI, Fatima College of Health Sciences, UAE
Wijdan.Alomaim@actvet.gov.ae
Wijdan Alomaim is an Assistant Professor of Radiography and Medical Imaging at Fatima College of Health Sciences (FCHS).
Student Perceptions, Knowledge and Ethical Awareness of AI Tools
There is substantial interest in higher education (HE) stakeholders’ voices on the use of artificial intelligence (AI) tools. Although many studies exist in this area, there is a dearth of literature on Emirati students; in particular their perceptions, knowledge and ethical awareness of AI tools in HE. This is a mixed-methods study. Quantitative data was collected using a questionnaire (n=169) and qualitative data was collected using interviews (n=20). Participants were all allied health students enrolled at Fatima College of Health Sciences. Data was analyzed and descriptive and inferential statistics were calculated. Findings showed students generally view AI tools positively, with high knowledge and ethical awareness. Interviews revealed concerns about AI grading, citing privacy issues, lack of personalized feedback, and emotional detachment. Participants also expressed worries that AI advances may cause HE to lose its human touch. The study has implications for the creation of a comprehensive AI fair use policy in Fatima College of Health Sciences. Our findings imply that HE students possessed high levels of knowledge and ethical awareness surrounding the use of AI tools in educational contexts. Students also perceived AI tools favorably.
Panel A1 | Session A1.3
Rima Al Chaar
College of Natural and Health Sciences, Zayed University, UAE rima.alchaar@zu.ac.ae
Rima Al Chaar is a Health and Environmental Sciences Instructor at Zayed University with over 14 years of professional experience. She specializes in teaching and curriculum development in Health and Environmental sciences. She holds a Master’s degree in Chemistry and Microbiology of Water from the University of Limoges, France, and a Bachelor’s degree in Health and Environmental Sciences from the Lebanese University. She is a fellow’’ in the Higher Education Academy (Advance HE) and a Certified assessor in Vocational Achievement. She is also interested in research based on Learning and teaching Practices (SoTL).
Nadine Jaafarawi College of Humanities and Social Sciences, Zayed University, UAE nadine.jaafarawi@zu.ac.ae
Nadine Jaafarawi is a doctor of applied linguistics. Her teaching profile extends to more than 24 years. She was a member of the EmSAT National Committee for Grade 1 Baseline Assessment at the Ministry of Education in Abu Dhabi. She is currently an assistant professor at Zayed University. She is a “fellow” in the Higher Education Academy (Advance HE) and a previous trainer in the Child Protection Training Certification Program with Georgetown University and Abu Dhabi Childhood Authority. Nadine is also a co-founder of the initiative “Childadvocate UAE,” which she uses as a platform to spread awareness about child rights and protection. Her research interests revolve around bilingual language acquisition from a combined linguistic and sociolinguistic discourse-based perspective.
The Ethical Integration of AI in Education: A 21st-Century Skill for Critical and Research-Based Learning
This interdisciplinary study addresses the growing need to integrate AI tools like ChatGPT in higher education ethically. By examining its impact on English and science courses, the research highlights how AI can enhance critical thinking and research skills and prepare students for the ethical challenges of a technology-driven future. This study employs a mixed-method research design to investigate the ethical integration of AI into higher education courses. Data will be drawn from two courses: Research Methods and Critical Thinking and Composition. The primary aim is to assess how AI can be ethically incorporated into project-based learning to foster critical thinking, originality, and problem-solving among students. Data Collection: Quantitative Data: Student performance data will be collected using the statistical analysis tools available in Blackboard’s Grade Center. This will provide insights into the students’ overall performance in the Research Methods course, the focus will be on the grades obtained after conducting the research project (Literature Review). In the Critical Thinking and Composition course, student performance will be evaluated based on their grades after completing a poster design project and its presentation (audience analysis, and rhetorical strategies analysis). AI assessment rubric will be used to track specific criteria, such as ethical AI usage and the range of content originality. Qualitative Data: In-depth interviews with students and faculty members will be conducted to gather insights into their experiences using AI in their assignments/teaching. These sessions will explore how students critically engage with AI-generated content and their views on the ethical use of such tools. Reflective journaling from students will be collected to capture their thoughts on AI integration over the course of the semester (optional if time allows it). The main outcomes will be an evaluation of students’ ability to ethically and effectively use AI tools in their research and assignments. The assessment rubric will track key indicators such as adherence to ethical guidelines, creativity and originality. Qualitative data from interviews and reflective essays will be analyzed thematically to understand how AI integration impacts students’ learning experiences and ethical considerations. Findings from this study will contribute to improving the design of AI-focused pedagogy in higher education, with the potential to be adapted for broader educational settings to enhance students’ readiness for a technology-driven future.
Panel A2 | Session A2.1
Ayesha Alketbi
College of Humanities and Social Sciences, Zayed University, UAE Ayesha.alketbi@zu.ac.ae
Ayesha Alketbi is the Assistant Chair of the Arabic, Islamic, and Legal Studies Department at Zayed University’s College of Humanities and Social Sciences. With a PhD in Islamic Studies from the University of Sharjah, she has a 20-year career as an educator, researcher, author, and speaker, contributing extensively to her field.
Amna Khalid
College of Humanities and Social Sciences, Zayed University, UAE 202109521@zu.ac.ae
Amna Khalid is a student at CHSS, Zayed University.
Using GhatGPT to Enhance Teaching in Islamic Studies at Zayed University
This study examines the integration of the GhatGPT application in teaching Islamic studies to enhance student engagement and comprehension. By providing empirical evidence on its effectiveness, the research aims to inform best practices for AI tools in higher education, contributing to improved teaching and learning outcomes. The study employed a classroom-based research design with a sample of 25 undergraduate students enrolled in the course “The Present of the Islamic World” at Zayed University. Data were collected through pre- and post-course surveys, quizzes, and focus group discussions. The GhatGPT application was integrated into the course curriculum as a supplementary tool to provide personalized feedback and support. The effectiveness of the tool was evaluated by comparing student engagement, comprehension, and academic performance before and after its implementation. Quantitative data were analyzed using statistical methods, while qualitative data from focus groups were thematically analyzed. The results showed a significant improvement in student engagement, comprehension, and academic performance after integrating the GhatGPT application. Students reported higher satisfaction with the course and better understanding of complex topics, demonstrating the tool’s effectiveness in enhancing the learning experience in Islamic studies. This study suggests that integrating AI tools like GhatGPT can significantly enhance student engagement and comprehension in higher education. It highlights the potential for AI to transform teaching practices, offering a model for other institutions to improve learning outcomes and student satisfaction in various disciplines.
Panel A2 | Session A2.2
Ioannis Galanopoulos Papavasileiou
College of Arts and Creative Enterprises, Zayed University, UAE
Ioannis.Papavasileiou@zu.ac.ae
Ioannis Galanopoulos Papavasileiou is an Associate Professor of Art at Zayed University, UAE, and a contemporary visual artist. His photographic work has been shown in numerous solo and group exhibitions in galleries and institutions in UAE, Europe, the US, Australia, China, and Japan. His work has been acquired by private and public collections. His expanded photography work examines the relationship between ideated, geographic, and virtual place, as well as the connections between objects, artists, media, viewers, and society. Ioannis writes on photography and film and is a regular contributor to scholarly research journals and publications such as Taylor and Francis; The Journal of Visual Practice Research and Photography & Culture, CGRNet’s On the Image and the Canadian Review of Comparative Literature.
Beyond AI: Expanded Photographic Expressions through ZU’s curriculum
This study investigates the evolving role of photography in the UAE’s art education, particularly at CACE/ZU. By examining student works and considering new courses integrating AI and technology, the presentation explores how photography can adapt to contemporary societal shifts and technological advancements within the region. The methodology combines qualitative analysis and case studies. It involves a detailed review of CACE/ZU photography curriculum, alongside an examination of student works as case studies, focusing on their themes and practices. Additionally, the study explores broader regional trends in art and photography through a contextual analysis of the UAE’s evolving creative landscape. Finally, a forward-looking component incorporates speculative creative based research on the integration of AI and technology in photography education, proposing new pedagogical frameworks based on emerging trends. The study may result in enhanced photography curricula at ZU, incorporating not only AI and emerging technologies. It highlights student engagement with themes like place and identity, bridges traditional and contemporary practices, showcases student work, and inspires broader educational institutions to adapt photography education for future trends. The study suggests that integrating AI into photography education is not a panacea. It fosters interdisciplinary innovation, while student works can relate to both past and forward thinking creative based practice to preserve cultural heritage amid societal change. ZU could become a regional leader in art education, raising important questions about the role of AI in creative fields and global art practices.
Panel A2 | Session A2.3
Marco Sosa
College of Arts and Creative Enterprises
Zayed University, UAE marco.sosa@zu.ac.ae
Lina Ahmad College of Arts and Creative Enterprises
Zayed University, UAE lina.ahmad@zu.ac.ae
Marco Sosa and Lina Ahmad, architects and associate professors, founded Limass, a design studio lab at Zayed University, Abu Dhabi. Their research focuses on adaptive reuse and adaptive interiority in design practice and pedagogy. Limass has exhibited globally, including the National Pavilion UAE at the 14th Venice Architecture Biennale, the 2024 Venice Architecture Biennale, and the Smithsonian Folklife Festival 2022. Lina and Marco advocate for digital fabrication, VR, and AI in regional higher education and their relevance in the UAE’s emerging Creative Industry.
Using physical models with AI for producing design concepts
Design is currently at a crossroads, the legitimacy of using artificial intelligence (AI) is questioned as an ethical approach to design. Institutions worldwide are seeking ways to adapt AI in design education. How can AI be integrated as a tool for generating ideas rather than producing them? Within the design studio, the pedagogy framework that will be implemented seeks to test an ideology of generating design visions using AI platforms (Midjourney and Leonardo), not just from written prompts but also by incorporating imagery, physical models, site photos, and sketches as inputs to the AI platform. These are the novice tools that were used by the Interior design students to generate ideas and visions that respond to studio’s design brief, function, form, climate, culture, heritage and site. Through this approach, a collaborative dialogue between designers and AI engines was fostered. The results were a series of built-environment possibilities that expanded the student’s design vocabulary and implementation as feasible design proposals. This unique approach helped the students formulate complex design ideas for interior design into feasible possibilities using AI platforms as design collaborators. The intention was for the students to maintain control of the process, go beyond the first generated AI image, get an intuition of the generative process, and thus filter and drive the outcome. Using 3-dimensional objects as prompts to generate AI visions is a unique approach to design learning.
Panel A3 | Session A3.1
Maher Alndiwee
Westford University, UAE
Maher.alndiwee@gmail.com
Maher Alndiwee, a seasoned academic with over a decade of teaching and research experience, he has served as an associate professor at Stirling University and Damascus University. Beside five years of R&D at Rachis Systems (Malaysia). He coached the 2nd team in the 2023 UAE Robot Contest. He has published over 10 papers, the most recent in collaboration with RAK Municipality and RAK RIC.
Simplicity Is All You Need: A Case Study on Using Games to Simplify Complex AI and Computer Science Concepts
This research explores the use of physical game-based learning to simplify complex AI and computer science concepts, enhancing student engagement, comprehension, and motivation. By integrating interactive, hands-on games, the study demonstrates improved retention and critical thinking, offering a dynamic alternative to traditional teaching methods. This study was conducted on two L5 batches at Westford University (60 students). The experimental group used game-based learning, while the control group followed traditional lecture-based methods ( approximately 30 student at each group). Data was collected through formative assessments, such as weekly quizzes, and summative assessments in the form of a final assignment. Both groups were given the same quizzes and assignments to evaluate their understanding of AI and computer science concepts. The experimental group, using game-based learning, had quiz results ranging from 76% to 91%, while the control group, using traditional methods, scored between 28% and 69%. Although the final assignment showed less difference, likely due to the use of generative AI, the study concluded that simplification and games significantly boosted student engagement, performance, and critical thinking skills. The study highlights the effectiveness of gamebased learning in simplifying complex AI and computer science concepts. It suggests that integrating games into educational frameworks can enhance student engagement, comprehension, and critical thinking. The findings imply that educators should consider using interactive and gamified approaches to boost learning outcomes.
Panel A3 | Session A3.2
Heba Abou-El-Sood
Accounting Department, College of Business and Economics
United Arab Emirates University, UAE h.abouelsood@uaeu.ac.ae
Heba Abou-El-Sood is an associate professor of Accounting and Finance at UAEU. She has earned an M.Phil. and MSc. in accounting from Cairo University, an M.Sc. in accounting and finance from Boston College, and a Ph.D. in accounting and finance from Lancaster University. She has published papers in top-tier academic journals and industry magazines. She is a research fellow/catalyst in the Berkley Initiative for Transparency in the Social Sciences (BITSS), University of California Berkley and a Fulbright and Newton alumna.
How engaging is ChatGPT? Evidence from complex financial accounting problems
The exponential growth of generative Artificial intelligence (AI) tools has had a profound impact on various aspects of our lives. Digital-native generations commonly view accounting as a dull complex subject (Byrne & Willis, 2005; McGowan, 2012), which urges the use of innovative tools to enhance students’ learning experience and engagement. This paper investigates students’ perception of the usefulness of integrating ChatGPT in accounting education and its impact on engagement, as a multifaceted phenomenon. It utilizes a survey questionnaire and focus group design to collect data from a sample of undergraduate financial accounting students enrolled at a leading public university in the UAE. Furthermore, it compares students’ perception before and after using ChatGPT to solve a highly technical accounting problem. The results reveal that students find ChatGPT useful and positively impactful on their behavioral, emotional, and cognitive engagement. However, regarding social/employability engagement; there are positive perceived impact on some aspects. In focus group discussions, students acknowledged interesting and hands-on limitations after using ChatGPT for solving highly complex problems. This paper contributes to literature on the impact of AI in accounting education. It provides novel evidence on the effect of generative AI on several dimensions of students’ engagement, essential to institutions especially trying to obtain/sustain international accreditation. Unlike prior studies conducted in settings using the Anglo-Saxon model (Chen et al., 2022), this study is set in an emerging economy and a public university with sponsorship programs for local and international students.
Panel A3 | Session A3.3
Amjad Gawanmeh
University of Dubai, UAE
agawanmeh@ud.ac.ae
Amjad Gawanmeh is an Associate Professor of Computer Engineering and Director of Online Learning at the University of Dubai. He holds a Ph.D. from Concordia University and has published extensively, including two edited books and over 50 journal papers. His research focuses on CPS, Education, security, and AI.
Shadi Atalla
University of Dubai, UAE
satalla@ud.ac.ae
Shadi Atalla, an Associate Professor and Director of the Computing and Information Systems Program at the University of Dubai, has over 15 years of experience in teaching and research. A data science evangelist and certified big data trainer, he has published extensively and leads the IEEE UAE Computer Society.
Intelligent Academic Advising Based on Curriculum Analysis and Performance
Modeling
This study introduces a recommendation system that utilizes machine learning and graph analysis to create personalized study plans for students. The proposed method implicitly implements many academic rules through network analysis enhancing academic advising through effective data management. The methodology comprises a three-layer framework for an intelligent recommendation system aimed at enhancing academic advising. The data layer collects and maintains student data from various sources, ensuring quality and confidentiality through validation techniques. The recommendation layer analyzes this data to provide personalized recommendations using AI and machine learning algorithms, integrating factors like academic performance and student interests. Finally, the application layer offers an intuitive interface for users, facilitating data management, visualization, and configuration of university policies. Together, these layers create a comprehensive system that supports informed decision-making and promotes academic success for students. This study compares five machine learning algorithms for predicting student performance in a BSCIS-ISS course. The random forest algorithm achieved the highest accuracy at 0.86, followed closely by AdaBoost and BNN. Individual course accuracies varied, with ITGN120 scoring 0.95, while overall accuracy for GUCR was 0.82. This study informs the development of a student advising recommender system for the BSCIS program by highlighting key factors affecting academic performance, such as student characteristics and course difficulty. High-quality data is essential for accuracy. Future research could expand these findings to other programs, enhancing personalized support for students.
Panel B1 | Session B1.1
Alia Soliman
New York University Abu Dhabi, UAE soliman.alia@gmail.com
Alia Soliman holds a PhD in Cultural Studies from the Centre of Multidisciplinary and Intercultural Inquiry at University College London, UK. She teaches across a range of undergraduate and postgraduate modules in the field of Languages, Literatures and Cultures, and Art History, specialising in 20th-century and contemporary visual art and critical theory. She has extensive publications and is the author of The Doppelgänger in Our Time: Visions of Alterity in Literature, Visual Culture, and New Media published in 2024 from Peter Lang UK. She teaches at NYUAD as well as other global educational institutions such as the UK Art History Association and Universidade Aberta Lisbon. She is writer and editor for the Heritagelab. center, a heritage initiative on the Global South. She is an educational consultant in the field of communication. www.linkedin.com/in/aliaculturalstudies https://aliasoliman.com/
Integrating Visual Pedagogies in Higher Education: A Teacher’s Perspective
Drawing on extensive teaching experience and scholarly research in Cultural Studies, this study examines the efficacy of visual pedagogies in enhancing students’ comprehension, retention, and critical thinking skills. The paper begins by contextualizing the rise of visual culture and its implications for educational practices. It then delves into specific case studies from various courses where visual learning techniques were implemented, such as the use of visual culture artefacts, visual essays, and multimedia projects. The analysis highlights the impact of these methods on student engagement and academic performance. Furthermore, the paper discusses the challenges and opportunities associated with integrating visual learning into traditional curricula. It considers the role of technology, accessibility issues, and the need for teacher training in visual literacy. Through a combination of qualitative and quantitative data, the paper provides insights into best practices and offers practical recommendations for educators seeking to incorporate visual pedagogies into their teaching repertoire. It advocates for a more visually-oriented pedagogy that aligns with the dynamic learning styles of contemporary students, ultimately aiming to foster a more inclusive and effective educational environment. The implications of this study on higher education are multifaceted and significant.
Panel B1 | Session B1.2
Semiyu Aderibigbe
College of Public Policy & Institute of Leadership in Higher Education
University of Sharjah, UAE
saderibigbe@sharjah.ac.ae
Semiyu Aderibigbe completed his Ph.D. in the School of Education at the University of Aberdeen, U.K. With over two decades of academic experience, Semiyu has taught a wide range of core education and liberal arts courses at undergraduate and graduate levels in internationally diverse contexts. Currently, he is an Associate Professor in the College of Public Policy and the Program Coordinator for the Master of Leadership in Higher Education Program at the University of Sharjah. His research interests include critical constructivist pedagogy, educational leadership, global citizenship, student learning and well-being, mentoring and professional development, and e-learning.
Students’ Reflection on Past Experiences to Enhance Learning and Well-being: A SoTL Study
This study examines the effects of reflective practices on undergraduate students’ psychological wellbeing and learning strategies, focusing on their positive and negative classroom experiences. Grounded in reflective practice, self-efficacy, and narrative identity theories, the research investigates how students’ narrative constructions of their past experiences can enhance their learning and well-being. Using a qualitative research approach, the study analyzes discussion posts from two online tasks in an ‘Introduction to Psychology’ course, offered as a university elective during the Fall and Spring semesters of the 2023/2024 academic year, with 202 participating students. Findings indicate that reflective practice helps students build their personal and educational identities. Besides, such practice boosts their selfefficacy for future learning endeavors without compromising their psychological well-being. Within the Scholarship of Teaching and Learning (SoTL) framework, this presentation explores how practical examples from the findings could improve pedagogical strategies and student support systems, ultimately enhancing educational experiences in higher education.
Panel B1 | Session B1.3
Reem Thani AlDhaheri
Education, College of Humanities and Social Sciences
Zayed University, UAE reem.aldhaheri@zu.ac.ae
Reem Thani AlDhaheri is an assistant professor at Zayed University and a HEA Fellow. She earned her PhD in Educational Management, Leadership and Policy from the British University in Dubai. She has been working in higher education for more than 18 years and have been teaching since 2018.
Students’ Experiences and Attitudes Towards Group Work in an Online Course in Early Years Education
To understand ZU female students’ experiences working in groups in online courses and how group work can be improved to better fit their specific characteristics, especially in online learning environments. A better understanding could enhance their experiences thus provide better opportunities for them to develop their group work skills. The study followed a cross-sectional survey design. Data was collected using a questionnaire that included Likert scale questions and open-ended questions. Participants were 32 female undergraduate students enrolled in Bachelor of Science in Education, majoring in Early Childhood Education at Zayed University (Dubai and Abu Dhabi Campuses). The results showed that overall students had a favorable attitude towards online the online group project. Faculty members can do so by carefully designing online group assignments and projects to ensure meaningful contributions from all group members. Students’ previous experiences with online group work should also be considered when designing such assignments and projects.
Panel B1 | Session B1.4
Nadia Rashid Al Badri
Interiors Design, College of Fine Art and Design
University of Sharjah, UAE
nalbadri@sharjah.ac.ae
Nadia Rashid Al Badri is a dynamic and ambitious lecturer with many years of experience in architectural and interior design. Holding a Master of Sciences in Sustainable Design Building Environment with a Bachelor of Science in Architectural Engineering. Involving in practical and academic experience since 2002 in the United Arab Emirates with the ability to teach all levels of Interior Design and Architectural programs. Nadia Al Badri has been a faculty member at the Interiors Design Department, College of Fine Art and Design, University of Sharjah since 2014, the main keys of the philosophy of teaching, creativity, innovations, and digitalization to enhancing the learning experience.
Imad Kotb Farag
Institute of Leadership in Higher Education
University of Sharjah, UAE
efarag@sharjah.ac.ae
Emad Kotb Farag teaches at the Institute of Leadership in Higher Education at the University of Sharjah, UAE.
Enhancing Learning Experience of Lighting Design course Using Pre- Designed Podcast and Flipped classes
Many changes have already been made regarding technology adaptation. Any implantation that is added to the teaching process. On the other hand, the main aim is to increase student engagement, which is the first step for students to understand, share, react, and achieve the goal. The research design highlights the experience of transforming the teaching materials of the lighting design course by designing podcasts and education videos. considering the level of students’ involvement will be the main factor in measuring the success of this experience. The Pre-Design podcast has been designed to summarize the main topic and give a brief for the lecture. The data was collected by a motivation survey distributed to students at the end of the semester( for 3 years). The results: More suitable for the new generation; Flexibility can be repeated, and could be easy for revision; Increasing Involvement, and engagement; Students come ready to share their knowledge; Provide more time for applications; Enhance the student’s learning experience.
Panel B2 | Session B2.1
Doaa Hamam
Higher Colleges of Technology-Dubai, UAE
Dr.doaahamam12@gmail.com
Doaa Hamam is a holder of a Ph.D. Degree in Education from the British University in Dubai; she is currently a lecturer at the Higher Colleges of Technology, UAE. Her main research interests are teaching and learning in Higher Education, teaching with technology, academic writing, linguistics, and teacher education.
Ajrina Hysaj
University of Wollongong, UAE
ajrinahysaj@uowdubai.ac.ae
Ajrina Hysaj is English Instructor at the UOWD College where she has taught for over 14 years and currently teaches Research, Communication and Academic Study Skills to undergraduate and NCUK students. She is passionate about creating an inclusive environment where students find interest in developing their critical and analytical writing skills alongside nourishing their sense of inquisitiveness and authorial voice. Ajrina is an advocate of continuous research in the field of education, academic integrity, technology, culture and student mentoring. Her qualifications include BA in Language and Literature (Distinction) from Tirana University, Albania, CELTA (Certificate of English Language Teaching in Adults) from Cambridge University, UK, Master in Education from Murdoch University, Perth, Australia (Distinction), Graduate Certificate in Teaching and Learning (Higher Education, Swinburne University, Australia (High Distinction) and she is currently pursuing her Ph.D. in Education with University of Wollongong, Australia (Full Scholarship under the International Postgraduate Tuition Award).
Students’ Online Engagement: A Mixed Methods Study
There was a need to know the most effective methods to increase students’ engagement in online classes. Data collected from higher education students who took online classes and who experienced different teaching activities. Both qualitative and quantitative data were collected from participants in several higher education institutions. The findings showed some methods and techniques were more effective than the others. The study showed the most effective techniques and strategies for students engagement in online classes.
Panel B2 | Session B2.2
Najeh Rajeh Alsalhi
Department of Education, College of Arts, Humanities and Social Sciences, University of Sharjah, UAE nalsalhi@sharjah.ac.ae
Najeh Al-Salhi is a science educator focused on innovative teaching methods. He’s a professor at the University of Sharjah and has a Ph.D. in curriculum and science methods. His research includes flipped classrooms and active learning, aiming to improve student outcomes through modern techniques. He’s also a former science supervisor in Jordan.
Mohd Elmagzoub Eltahir
Department of Education, College of Humanities and Sciences Ajman University, UAE m.babiker@ajman.ac.ae
Mohd Eltahir is a leading education technology expert at Ajman University. He holds a Ph.D. and has a strong background in computer science and education. His research focuses on e-learning, blended learning, multimedia, and AI in education.
Sami Sulieman Al-Qatawneh
Department of Education, College of Arts, Humanities, and Social Sciences, University of Sharjah, UAE salqatawneh@sharjah.ac.ae
Sami AL Qatawneh is an Arabic language educator with experience as a teacher, supervisor, and lecturer. He holds a Ph.D. in Arabic curriculum and methods from Amman Arab University. Dr. AL Qatawneh teaches at the University of Sharjah and has published his research internationally.
Faculty Members’ Perceptions of Using AI in Higher Education: A Case Study
This comparative case study of Ajman University and the University of Sharjah aims to explore faculty members’ perceptions of AI in higher education. By understanding their attitudes and experiences, we seek to identify challenges, address concerns, and build trust in AI technology. This will ultimately provide valuable insights for educational institutions on effectively leveraging AI to enhance teaching and learning. This comparative case study will employ a quantitative research design. A structured survey will be administered to faculty members at Ajman University and the University of Sharjah to assess their perceptions of AI. Descriptive statistical analysis will be used to analyze the survey data, providing insights into faculty attitudes and experiences regarding AI in higher education. The survey results revealed varying levels of familiarity and comfort with AI among faculty members at both Ajman University and the University of Sharjah. While a majority of respondents expressed positive views about the potential benefits of AI in higher education, such as personalized learning and improved efficiency, there were also concerns about job security and ethical implications. This study highlights the gender gap in AI perceptions and underscores the need for tailored professional development, institutional support, and ethical guidelines for AI adoption in higher education. By addressing these factors, institutions can harness AI’s potential while mitigating risks and challenges.
Panel B2 | Session B2.3
Emad Kotb
University of Sharjah, UAE
efarag@sharjah.ac.ae
Emad Kotb Hendawy, with over 15 years in Instructional Design, Multimedia, and IT, creates educational content and provides technical support, holding a master’s in education (M.Ed) and Apple certification. Marwa Kotb holds an M.Ed in Educational Technology from UBC, specializing in digital tool integration and online course design to enhance adult learning. Both bring extensive expertise to modern educational challenges.
Marwa Kotb
University of Sharjah, UAE
mkotb@sharjah.ac.ae
Marwa Kotb holds a M.Ed Tech, University of British Columbia, specializing in online course planning and design, managing educational technology integration, adult learning, and computer science education. Accustomed to working with people of diverse cultures. Highly capable to multitasking, challenging, and fast-paced 21st century environments.
MOOC Development to Address EMSAT Challenges at Sharjah University
The high failure rate of students in the Emirates Standardized Test (EMSAT) delays their academic progress. This study addresses the issue by offering flexible and engaging MOOCs for remedial courses, helping students achieve the necessary EMSAT standards and reduce academic delays. This action research project involved the collaboration of Subject Matter Experts (SMEs) and faculty members at the Institute of Leadership in Higher Education (ILHE) to redesign seven MOOCs for foundational subjects (Arabic, English, Mathematics, Biology, Chemistry, and Physics). The target group includes first-year university students who failed their EMSAT tests. Data is being collected through student engagement metrics, completion rates, pre/post-test scores, and feedback surveys. The analysis will focus on student performance, course accessibility, and the effectiveness of MOOCs in improving EMSAT readiness. Preliminary data suggests significant improvement in student test scores, with 80% of participants demonstrating progress in their EMSAT exams. Student feedback indicates high satisfaction with the interactive content, self-paced format, and the ability to review challenging topics on demand. This study highlights the potential for MOOCs to provide scalable, effective solutions for academic challenges in higher education. Implementing such models could revolutionize remedial education by reducing the need for semester delays and encouraging independent learning, potentially applicable across various educational contexts facing similar challenges.
Panel B2 | Session B2.4
Fathima Shemim
Computer Science, ADVETI, UAE shemimf@gmail.com
Fathima Shemim is an experienced educator with 19 years in Computer Science and Engineering, currently pursuing a PhD at the University of Bolton. She holds an M.Tech in Embedded Systems and a PGCert in Teaching and Learning. She is a Fellow of the Higher Education Academy and a member of IEEE.
Anjitha Paul Computing, British Applied College, UAE anjithamary@gmail.com
Anjitha Mary Paul is a lecturer at the School of Computing, British Applied College, UAE, with over 11 years of teaching experience across British, Indian, and American curricula. She holds Master’s and Bachelor’s degrees in Computer Science & Engineering and has won the Best Teacher Award twice, emphasizing her commitment to education and lifelong learning.
An evaluation of the effectiveness of the Problem-Based approach for Programming subjects
Computer programming is crucial in engineering education, yet it presents significant teaching and learning challenges due to its problem-solving nature. This paper investigates the use of Action Research (AR) methodology to enhance students’ programming and problem-solving skills through a ProblemBased Learning (PBL) intervention. By evaluating this approach, we aim to uncover effective strategies for cultivating programming expertise in engineering students. A mixed research methodology was employed in this study, integrating qualitative and quantitative methods. While quantitative data supports findings, greater emphasis is placed on qualitative components to provide deeper insights into participants’ experiences. Data collection involved 19 students and 10 tutors in engineering education, using selfadministered questionnaires and qualitative strategies like open-ended questions. Additional insights were gathered from informal discussions and group activities. Pre-test and post-test results also contributed to the analysis. Each participant signed a consent form to indicate their agreement to participate, ensuring ethical standards were upheld throughout the study. All tutors noted that students struggle with problemsolving in programming. While 69% of students felt they understood PSCP at an intermediate level, 75% of tutors believed solving more problems would enhance skills. Many students expressed interest in additional classes, and 83% of tutors advocated for extra classroom practice. Many novices struggle with PSCP skills, leading to high failure and plagiarism rates in programming modules. This study explored an action research project for Level 4 computing students using a PBL approach. Results indicated improved PSCP skills, though findings are not generalizable to other departments. Future applications may broaden the scope.
Panel B3 | Session B3.1
Vasilia Al Khaldi College of Interdisciplinary Studies
Zayed University, UAE
vasilia.alkhaldi@zu.ac.ae
Vasila Al Khaldi is an enthusiastic and dedicated educator who employs a blend of humor and multimedia resources to effectively engage students and deliver essential knowledge and skills. Her ability to connect with students is enhanced by her educational background, as she holds degrees from prestigious universities in the UAE. With more than 10 years of experience as a lecturer in higher education institutions in the UAE, Vasila has honed her teaching prowess across a diverse range of subjects, encompassing sustainability, engineering, research methodologies, innovation, and entrepreneurship. Her remarkable strength lies in her extensive industry experience, which uniquely equips her to bridge the gap between theoretical classroom learning and real-world applications, ensuring students are wellprepared for the challenges of the professional landscape.
Revolutionizing Course Design: The AI-Powered Classroom of Tomorrow
This study examines the impact of AI on transforming course design in higher education. It is essential to comprehend the potential of AI in creating adaptable and personalized courses as technology transforms the field of education. It examines innovative tools, challenges in implementation, and ethical considerations to assist educators in utilizing the capabilities of artificial intelligence for enhanced, captivating, and equitable educational experiences. Two course designs for graduate students, sample of 50 each. The research suggests that careful integration of artificial intelligence (AI) in the design of courses can greatly improve educational engagement, efficacy, and fairness. This study adds to the expanding reservoir of literature on educational technology, providing evidence-based insights for educators, administrators, and policymakers. It offers a structure for comprehending and executing AI in the development of courses, thereby enabling the creation of a more customized, adaptable, and efficient higher education curriculum.
Panel B3 | Session B3.2
Neda Sayed UAE nedasayedakhtar@gmail.com
Neda Sayed is an AI expert and entrepreneur specializing in designing AIdriven solutions for businesses and educational institutions. As the founder of Neura, she leads projects focused on artificial intelligence consultancy, business innovation, and personalized learning paths. Neda is passionate about leveraging AI to drive organizational growth and empower professionals with future-ready skills.
Enhancing Higher Education with AI-Driven Learning Strategies
This study explores the integration of AI-driven strategies in higher education to enhance personalized learning, improve student engagement, and streamline administrative tasks. By examining the impact of AI tools on teaching methods and learning outcomes, it aims to provide insights for future educational practices and curriculum development. This study employs a mixed-methods research design, combining qualitative and quantitative approaches. Participants include 100 university students and 20 faculty members from various disciplines. Data were collected through surveys, interviews, and academic performance metrics. The survey assessed perceptions of AI’s role in personalized learning, while interviews gathered in-depth insights into faculty experiences. Academic performance data were analyzed to evaluate the impact of AI tools on learning outcomes. The study also conducted thematic analysis of qualitative data and statistical analysis of quantitative data to identify trends and correlations. The results indicate that integrating AI into personalized learning significantly improves student engagement and academic performance. Faculty members reported positive experiences using AI tools to tailor instruction. Statistical analysis revealed a 20% improvement in student outcomes, while qualitative feedback highlighted enhanced motivation and individualized support as key benefits. The study suggests that incorporating AI in higher education can lead to more personalized learning experiences, improving student engagement and outcomes. Institutions should consider adopting AI-driven tools to enhance teaching strategies, providing tailored support for diverse learning needs and preparing students for an AI-integrated future workforce.
Panel B3 | Session B3.3
Maria Gregoria Concepcion
General Studies, Abu Dhabi Campus
Higher Colleges of Technology, UAE mconcepcion@hct.ac.ae
Maria Gregoria Concepcion is an Assistant Professor at HCT, UAE, specializing in Applied Linguistics, Hybrid Learning, and Learning Analytics. She is a Blackboard Academy Certified Expert and has published extensively in peer-reviewed journals. She holds a PhD in Education and is recognized internationally as a keynote speaker and reviewer for prestigious academic conferences.
AI-Driven Teaching and Learning Solutions: Arabic-Speaking Adult Learners’ Perspectives
Artificial Intelligence (AI) is revolutionizing education by offering personalized learning experiences, automating administrative tasks, and enhancing pedagogical practices. However, the perspectives of Arabic-speaking adult learners regarding AI in education remain underexplored. This study seeks to investigate the perceptions, attitudes, and experiences of Arabic-speaking adult learners towards AIdriven teaching and learning solutions. This study will use a mixed-methods approach to collect data from Arabic-speaking adult learners. A survey will be administered to 200 learners enrolled in higher education institution, focusing on their experiences with AI-driven educational tools. In addition, in-depth interviews will be conducted with 20 participants to gain qualitative insights into their attitudes, challenges, and cultural considerations. Data will be analyzed using descriptive statistics for the survey responses and thematic analysis for the interview transcripts. The findings of this study will have important implications for the design and implementation of AI-driven educational tools. By understanding the specific needs and challenges faced by Arabic-speaking adult learners, educators can develop more effective AI-based pedagogical strategies. Findings from this research are expected to inform educators and policymakers on best practices for integrating AI into curriculum design, while ensuring that it complements traditional pedagogical methods. Additionally, the study may inform policies aimed at fostering digital literacy and ensuring that AI technologies are used ethically and inclusively in higher education.
Panel B3 | Session B3.4
Sneha Bhatia
University of Wollongong in Dubai, UAE bhatiasn30@gmail.com
Sneha Bhatia has taught in two countries and been in Academia for the last fourteen years. Prior to which, she worked in the Training and Development field- where she engaged in instructional design and delivery, of multiple training workshops, for private firms and government entities. Loves to travel and play golf (still a novice). On weekends you will find her making art with her 6 year old son.
How camera surveillance manifests itself in the
classroom- A conceptual framework to understand the binary of safe and unsafe spaces
The increasing popularity of technology enabled surveillance (or cameras) in the classroom raises new opportunities and challenges for instructors and students alike. Against this landscape, the purpose of this essay is to examine the notion of classroom as a safe space. Does surveillance foster or impede the creation of ‘safe space’? Has surveillance enhanced or degraded our experience as educators? In what ways has it done so? What are the implications for Management educators? Design/methodology/ approach: To explore these questions, I first discuss the evolution and meaning of the term safe space. I then describe the paradoxical tensions educators deal with, in their effort to create such spaces. Finally, I discuss how surveillance manifests itself in the classroom and alters member behaviours, thereby impacting the dynamics of safety and risk. A conceptual framework has been proposed, to link the constructs of surveillance and member (students and teachers) behaviour to understand the construction of ‘safe spaces’ in the classroom. Concluding thoughts: Has surveillance enhanced or degraded our experience as educators? In what ways has it impacted safety in the classroom? In my effort to answer the question mentioned above- I have focused specifically on those studies and theories that are particularly relevant to the present research focus. In constructing this framework, my task was not just to be descriptive but also critical. I found certain contradictions in the existing (useful but fallible) literature. Surveillance is only here to stay and may not be inherently bad. It is the by-product of technological advancement and is encroaching in the educational space rapidly. The 21st century classrooms are changing with time. Educators should not feel micromanaged or insecure about their jobs but be assured that this is only to support them and not otherwise. Foucault (1972) metaphorically describes the relationship between teaching and surveillance as that of a prison (schools) and guards (teachers). No wonder surveillance has a negative ring to it. University administrators and policy makers should put in conscious efforts in ‘framing’ surveillance as friendly. Qualitative and quantitative studies would be useful in measuring how camera surveillance influences learning and participation from teachers and students. I welcome additional theoretical analysis of the framework as mentioned here and look forward to continuous engagement with other educators to develop more efficacious practices in Management Education.
Panel C1 | Session C1.1
Dima Yousef
Mohamed bin Zayed University of Artificial Intelligence, UAE dima.ynsour@gmail.com
Dima Yousef is currently working at MBZUAI as a learning designer. She holds a master’s in English Literary Research from the University of Leicester, UK, and is currently pursuing a PhD in E-Research and Technology Enhanced Learning from Lancaster University. She has over 20 years of experience in teaching, curriculum development, and assessment design. Her research interests include engagement, well-being, technology-enhanced learning tools and practices, and inclusive pedagogies.
Amira El-Soussi
American University of Sharjah, UAE amira.elsoussi@gmail.com
Amira El-Soussi holds an EdD in TESOL from the University of Exeter in the UK.Throughout the past sixteen years, she has worked as an English lecturer at higher education institutions in the UAE, namely the American University in Dubai and the American University of Sharjah. Her main research interests focus on writing motivation and pedagogy, project-based learning, teacher identity and online/distance learning.
Transforming Assessment in the Age of AI: Practical Framework
This study addresses the growing need for innovative assignment designs in response to the rise of AI in education. By redesigning assessments, educators can foster critical thinking, enhance student engagement, and uphold academic integrity, ensuring assignments remain relevant and effective in the evolving educational landscape. The research adopts a mixed-methods design within a writing course at a university in the UAE. Participants are undergraduate students from different disciplines. Data was collected through assignment outcomes, class discussions, and reflective surveys. The goal is to explore how redesigned assignments using the developed practical framework improve student engagement, minimize overreliance on AI tools, and promote critical thinking and authenticity. The results indicate positive student perceptions of the redesigned assignments. Students reported increased engagement, relevance, and sense of community. The surveys revealed increased confidence and freedom in completing tasks without over-relying on AI, fostering a deeper learning experience. The study highlights the potential of redesigned assignments to foster deeper student engagement, promote critical thinking, and maintain authenticity in an AI-driven educational landscape. By redesigning assignments, instructors can navigate the challenges presented by AI in higher education. This approach also ensures that pedagogical practices remain relevant and effective.
Panel C1 | Session C1.2
Park Beede College of Business
Zayed university, UAE park.beede@zu.ac.ae
Park Beede, PhD, is associate professor in the College of Business at Zayed University, specializing in advertising and marketing. In addition to teaching, Park worked in leading advertising agencies and consumer companies for many years. His research interests focus on advertising and brand strategy, along with teaching and learning effectiveness.
Assessment Strategy and AI: Improving Student Engagement and Experience
Active participation in class activities fosters a deeper understanding and retention of course material. Research shows that students who engage in active learning are more likely to grasp complex concepts and apply them effectively. AI tools can play a critical role in enhancing student success by providing personalized learning experiences. This study presents results from a project analyzing student course evaluations, providing valuable insights into how integrating more active assessments can improve student learning outcomes. During the spring semester of 2024, there was a substantial change in the assessment element structure, which integrated AI activities among a range of similar upper-level business courses. Student course evaluation data were analyzed to compare feedback relative to similar courses delivered over the previous six semesters (2021-2023). Analysis of variance (ANOVA) and t-test comparison of means were undertaken to assess the impact of the modified assessment strategy. Results indicate significant increases in student impressions and satisfaction with courses incorporating AI-driven in-class activities. Further discussion explores and explains aspects of the AI tools integrated into the assessment activities and learning pedagogy. With these insights, substantial improvements can be achieved in student satisfaction and learning outcomes. Integrating AI tools into active assessment can significantly enhance university student learning by providing personalized learning, adaptive problem-solving, and improving engagement. AI-driven assessments can adapt to the learner’s level of understanding. Interactive AI tools, such as those that create engaging assessment tasks, can motivate students and maintain their interest.
Panel C1 | Session C1.3
Bashar Abu Shunnar
Abu Dhabi Polytechnic, UAE
bashar.abushunnar@actvet.gov.ae
Bashar Abu Shunnar, Assistant Professor at Abu Dhabi Polytechnic, holds a Ph.D. in Education with a focus on TESOL. With over 15 years of experience, he specializes in ESP, EAP, and educational research. His research interests include enhancing communication skills, academic advising, and motivation in online learning environments.
Neil Howard Johnson
Abu Dhabi Polytechnic, UAE
neil.johnson@actvet.gov.ae
Neil Howard Johnson has been involved in language education for more than 30 years, teaching and researching in Japan, the United States, and the UK. His main research interests are in teaching second language writing and technical writing. He joined Abu Dhabi Polytechnic in August 2024 and is currently developing research in functional analysis of AI generated texts and the use of AI in language teaching and learning. He is a Senior Fellow of Higher Education the UK and has a specialist interest in curriculum development and assessment.
Mariam Alkobaisi
Abu Dhabi Polytechnic, UAE
mariam.alkobaisi@actvet.gov.ae
Mariam Alkobaisi holds a Ph.D. in Comparative & American Literature and teaches English at Abu Dhabi Polytechnic. She integrates interdisciplinary methods to enhance student engagement and critical thinking. Her research focuses on American literature and cultural theory, and she actively contributes to curriculum development and educational innovation.
AI and the Transforming of Assessment Practice at Abu Dhabi Polytechnic
This study investigates the integration of AI into assessment practices at Abu Dhabi Polytechnic, aiming to enhance the accuracy, efficiency, and personalization of language evaluations. By applying a multiliteracies framework, it seeks to understand how AI can transform traditional assessment methods to better align with contemporary educational needs and objectives. This study employs a mixedmethods research design, combining quantitative and qualitative approaches. Participants include 100 students and 10 faculty members from Abu Dhabi Polytechnic’s language programs. Data collection involves AI-driven assessment tools used throughout one academic semester, including automated grading systems and predictive analytics. Quantitative data includes student performance metrics, while qualitative data is gathered through interviews and focus groups with faculty and students. The study also analyzes AI-generated feedback and its impact on student learning outcomes. Data is triangulated to assess the effectiveness, accuracy, and efficiency of AI in transforming assessment practices. Preliminary results indicate that AI-driven assessment tools significantly improved grading efficiency and provided personalized feedback that enhanced student learning outcomes. Faculty reported increased accuracy in evaluations, while predictive analytics successfully identified at-risk students. However, some challenges were noted in aligning AI feedback with specific learning objectives, requiring further refinement. The study’s implications suggest that integrating AI into assessment practices can significantly enhance the efficiency and effectiveness of evaluations in higher education. However, careful consideration is needed to balance AI tools with human oversight to ensure accuracy, fairness, and the development of critical thinking skills among students.
Panel C1 | Featured Session C1.4
Nisreen Ash
The University of Cambridge Press and Assessment, UK nisreen.ash@cambridge.org
Nisreen Ash, Principal Impact Manager, has 20 years of education experience with a focus on teaching, assessment and evaluation. She has worked with educational institutions and ministries in Egypt, Jordan, Kazakhstan, Malaysia, Oman, UAE, Uzbekistan and Vietnam, delivering education reform projects and leading nationwide evaluation studies.
Digital Assessment and Critical Thinking to Improve English: An Evaluation
This proposal presents a study evaluating the effectiveness of combining a critical thinking skills-focused textbook and digital, multi-level English language exam as placement and end-of-course assessments in an HE foundation course. The study analyses the impact on critical thinking, motivation, engagement, attitudes towards digital assessment and learning gains of participants. The 2023/2024 cohort of approximately 175 students was studied to evaluate the effectiveness of using the digital multilevel English test, Linguaskill, as a placement test to determine proficiency levels in Listening, Reading and Writing. Students below B2 were offered the foundation course, which uses Unlock textbook series as its primary learning resource. The course consists of four levels, and at the end of level 4, students retook the Linguaskill. Pre- and post-course surveys, Linguaskill scores, classroom observations and interviews with teachers and students were used to collect data. Analysis of combined test scores showed significant improvement in post-course scores, with nearly a third improved by one CEFR level in all three skills. Participants had positive perceptions of the course and believed it improved their English and critical thinking. Teachers found the Unlock textbook to be good instructional material. The study highlights the effectiveness of the combination of Unlock series and Linguaskill test in improving English proficiency and critical thinking skills. Strong evidence of positive gains was found, with significant implications for language learning programs. This study will interest conference attendees, and I am excited to share my findings.
Panel C2 | Session C2.1
Aizhan Shomotova
College of Interdisciplinary Studies
Zayed university, UAE
aizhan.shomotova@zu.ac.ae
Aizhan Shomotova is currently a faculty instructor at the College of Interdisciplinary Studies at Zayed University. Aizhan has more than ten years of international experience in higher education, including teaching, research, academic and career advising, and management in the UK, USA, China, South Korea, Kazakhstan, Russia, and Gulf Countries. Her research interests focus on interdisciplinary studies, higher education, youth employability and employment, student learning and engagement, Generative AI in academia, leadership and management, digitalisation and wellbeing.
Anna Tarabasz
College of Interdisciplinary Studies
Zayed university, UAE
anna.tarabasz@zu.ac.ae
Anna Tarabasz is an Associate Professor of CIS. Marketing, digital marketing, and e-commerce specialist. With vast academic experience (in Poland, France, Kazakhstan, United Arab Emirates, Singapore, and Australia), she was working previously in the banking, automotive, and cosmetics industries. Serves as independent marketing & e-commerce consultant and keynote speaker, trainer, and business advisor for companies in MENAT region (FMCG (Cosmetics, HoReCa, Agriculture), Manufacturing, Service, Transportation, Banking, and Consulting industries). Her research area and publications (in English, Polish and French) in scientific journals is focusing on Trends in Digital Marketing, Social Media Listening, SEO optimization & digital audit, eCommerce, and Generative AI in Academia.
Enhancing Academic Feedback Through GenAI Prompt Engineering
This study investigates the efficacy of various prompt engineering frameworks for providing feedback on students’ academic assignments using generative artificial intelligence (GenAI) tools, such as ChatGPT and Gemini. The focus is on developing effective prompts for formative assessment feedback. Faculty instructors often face substantial challenges in managing the heavy workload of grading a large volume of assignments within limited timeframes. To mitigate these challenges, educators are increasingly turning to GenAI tools to streamline the feedback process. The methodology involved a systematic literature review to list the 11 prompt engineering frameworks and further to interact with ChatGPT and Gemini to develop and compare feedback from these frameworks. Structured prompts were crafted, refined, and tested across various academic scenarios to assess their effectiveness, ensuring the findings are relevant and applicable in real-world educational contexts. The results show that tailored prompt engineering can significantly enhance the efficiency and personalization of assignment feedback, potentially transforming how academics evaluate student work. By integrating these advanced GenAI tools, educators can better manage their workload while maintaining the quality of feedback provided to students. This study contributes to the emerging field of AI in education by offering practical insights into the application of GenAI tools and developing prompt engineering frameworks that enhance academic feedback mechanisms.
Panel C2 | Session C2.2
Lana Hiasat
Higher Colleges of Technology, Dubai, UAE
lhiasat@hct.ac.ae
Lana Hiasat, a senior lecturer with a doctorate in educational leadership, specializes in future foresight, emotional intelligence, educational technology, and intercultural intelligence, and has published extensively in those areas. She also developed leadership courses and served on various international research projects and national initiatives.
AI Feedback to support the Future Foresight Writing Process: Observations from the MyEssayFeedback.AI Tool
This study explores students’ utility of a Generative AI feedback tool for future foresight project. As a new tool added to strategic foresight, this study will help advancing research on students’ use of GenAI. This is an explanatory mixed-method approach where the aim is to investigate how ESL students taking future foresight project incorporate GenAI feedback into their portfolio tasks. Drawing on Garrison’s (1997) self-directed learning (SDL) model, the study was based on survey and focus group interviews across the SDL three dimensions: motivation, self-management and self-monitoring. Data was collected based on convenience sampling of Emirati students taking future foresight capstone course. 4 Focus groups were conducted from 4 different courses in Fall 2024. Findings were based on survey results and thematic analysis of focus group interviews. The main implications of this study is the recommendation of an approach to incorporate GenAI for learning future foresight and teach strategies for self-directed learning.
Panel C2 | Session C2.3
Sandra Baroudi
College of Interdisciplinary Studies, Zayed University, UAE
Sandra.Baroudi@zu.ac.ae
Sandra Baroudi is an expert in leadership and management in Education, international journals reviewer, lecturer, trainer, and research consultant, with extensive experience in academia in the United Arab Emirates. Dr. Baroudi holds a PhD in Leadership, Management, and Policy in Education from the British University in Dubai, UAE. Dr. Baroudi is a highly skilled trainer and curriculum designer in the field of leadership and policies and teaching and learning. She was a fellow for Education Endowment Foundation in the UK and Queen Rania Foundation in Jordan where she led the contextualization of the Teaching and Learning Toolkit into the Arab world context.
Nida Mubeen
College of Interdisciplinary Studies, Zayed University, UAE
nida.mubeen@zu.ac.ae
Nida Mubeen Hassan is an experienced instructor teaching several modules across multiple disciplines in Accounting, Finance and Economics. She has an MBA in Banking and Finance and holds an MSc in Accounting and Finance from Durham University, UK. Prior to joining Zayed University, she has served as an Instructor at UAE University for 10 years as well as managed the Bloomberg Trading Lab and coordinated common courses in Finance. She also possesses Corporate experience in Finance and Accounting as she has worked as a Senior Auditor for 5 years in Dubai before joining the academic industry. Currently she’s teaching strategic learning and growth at Zayed University and hopes to start her research career next year.
Suha Karaki
College of Interdisciplinary Studies, Zayed University, UAE
suha.karaki@zu.ac.ae
Suha Karaki, Senior Instructor at the College of Interdisciplinary Studies, Dubai, received her Ph.D. in Education (Special Education and Inclusion) at the British University in Dubai in September 2023, with a thesis focus on positive education and students with special educational needs and disabilities in higher education. Suha also holds a Fellowship in Higher Education certificate from Advance HE, in addition to an MA in Education (TESOL), a Teaching Diploma, and a BA in Communication Arts (Journalism) from the Lebanese American University in Beirut, Lebanon. Suha is bilingual in Arabic and English and has 20 years of experience in the fields of education, inclusion, creative and critical thinking, public speaking, public relations, Arabic, translation, and journalism.
The Power of Feedback in the AI Era to Transform Undergraduates’ Academic Writing and Critical Thinking
This study investigates the effectiveness of AI-generated feedback—both video and written—on enhancing undergraduate Emirati students’ academic writing and critical thinking. By exploring diverse feedback strategies, it aims to provide tailored, culturally relevant methods that foster creativity and ethical AI use, ultimately improving educational outcomes in higher education. This study utilized an action research design with a mixed-method approach to examine the impact of video and written feedback on academic writing and AI use among undergraduate Emirati students. Action research, as defined by Gay et al. (2009) and McNiff & Whitehead (2011), empowers educators to systematically gather insights within their classrooms to improve teaching practices. Teachers act as researchers, identifying challenges, collecting data, and deriving insights to enhance learning. This study specifically employed a practical action research design conducted within the researcher’s classroom to compare feedback provided to students through AI-generated video and written format. Consequently, the teacher-researcher adopted a pre-and post-test methodology for quantitative data collection and a Likert scale questionnaire to assess the efficacy of video/written feedback. The results of this study confirm that both AI-generated video and written feedback positively impacted students’ academic writing and critical thinking skills. This finding aligns with Hattie and Timperley (2007), who emphasize the crucial role feedback plays in achieving learning outcomes, and with Carless and Boud (2018), who highlight the importance of feedback literacy in enhancing student learning. The findings of this study offer several recommendations to improve feedback practices in an AI-driven educational landscape. First, the study reinforces the need to customize feedback based on individual needs, regardless of format, which is essential to maximize its effectiveness. Second, educators are advised to offer students not only content-related feedback but also guidance on the ethical and effective use of AI in their academic work.
Panel C2 | Session C2.4
Mike Brock
College of Interdisciplinary Studies
Zayed University, UAE
michael.brock@zu.ac.ae
Mike Brock has just completed his first year as an Associate Professor at CIS, Zayed University, Dubai after working as an Assistant and then Associate Professor at the University of East Anglia (UK) since 2014. His teaching and research specialisms are mathematics and econometrics, behavioral economics, and environmental & natural resource economics. His research focuses on how behavioral economics may be used as an effective tool to facilitate positive changes in people’s decision-making.
Make a Guess: An experiment on academic performance
We carried out an experiment using an economics course taught at a British university to test the effectiveness of a framing nudge on academic performance. The rationale was to explore the impact such nudges can have on student efficacy and outcomes. We conducted a exams-based field experiment with two waves using the course “Introductory Microeconomics” taught at the University of East Anglia (UEA) during the academic year of 2022/23. This is a first-year module for students undertaking Economics. It was taught in the first (fall) and second (spring) semesters. There were 224 students enrolled in the module at the start of the academic year. We collected data from the exams performance, risk preferences and demographic data. We find positive effects on performance among nudged students, as well as weaker but significant effects from re-introducing the same nudge six months after on students that were initially treated (nudged). The impact of this study is to further consider the role and effectiveness of behavioral nudges in Higher Education to improve the thought processes and the outcomes of students in their assessments.
Panel C3 | Session C3.1
John Senior
Fatima College of Health Sciences, UAE
john.senior@actvet.gov.ae
John Senior in an assistant-professor and holds a PhD in English from Rhodes University and an MA in Education TESOL from Middlesex University. With over 20 years of experience, he has held academic leadership roles and specializes in English language teaching, academic literacy, developing innovative curricula and e-learning programs.
Natoya Thompson
Fatima College of Health Sciences, UAE
Natoya.Thompson@actvet.gov.ae
Natoya Thompson is lecturer at Fatima College of Health Science, UAE. She is an avid researcher with an interest in health sciences.
Identifying Five Key Differences Between AI-Generated and ESL Student Writing
Through a comparison of ESL student writing with AI-generated text, five key differences were identified: error patterns, sentiment markers, hedging and pronouns in meta-discourse, Flesch-Kincaid readability, and CEFR writing levels. Experienced ESL instructors can use these differences to distinguish AI from student writing, providing insights for improved teaching and assessment. This study employed a crosssectional comparative design to analyze written samples from 140 first-year ESL students across four UAE college campuses. Student texts, ranging from 50 to 400 words, were gathered using generic writing prompts and compared to similarly sized ChatGPT-generated texts. To ensure unbiased results, 50% of AI-generated texts were created in new sessions, while the remaining 50% were generated within a single session. The data was processed in four steps: text compilation, lexical analysis, variance identification, and thematic compilation. Key focus areas included error patterns, lexical density, sentiment analysis, Flesch-Kincaid readability, and CEFR levels. The study found AI-generated texts had fewer spelling errors and lower lexical diversity than ESL student writing, making AI texts more homogeneous. AI produced longer texts, used more nouns, and exhibited less cognitive processing language. Students used more cognitive, moralizing, and meta-discourse markers. AI texts were harder to read and featured higher-level vocabulary, while student writing was more flexible, nuanced, and easier to understand. These differences provide clear indicators for distinguishing between AI and ESL student texts. Implication include that ESL educators will need ongoing training to effectively detect AI-generated content. Academic Institutions need to establish policies that support continuously updated training and training materials as AI evolves. This will ensure educators remain capable of assessing AI-generated writing and managing its impact on assessment.
Panel C3 | Session C3.2
Iryna Lenchuk
English Language and Literature College of Arts & Applied Sciences, Dhofar University, Oman ilenchuk@du.edu.om
Iryna Lenchuk is an Assistant Professor, Department of English Language and Literature, Dhofar University, Salalah, Oman. Her research interests include task-based instruction, second language acquisition, pedagogy and methodology of second and foreign language teaching and learning. She has been teaching ESL, TESL, and courses in linguistics and applied linguistics in Canada and Oman.
Amer Ahmed
English Language and Literature College of Arts & Applied Sciences, Dhofar University, Oman aahmed@du.edu.om
Amer Ahmed is an Assistant Professor, Department of English Language and Literature, Dhofar University, Salalah, Oman. His research interests are in the areas of linguistic interfaces, second language acquisition, second language pedagogy and methodology, grammaticalization in Arabic and Arabic diglossia. He has been teaching ESL and courses in linguistics in Canada and Oman.
EAP and Sustainability: A case study of writing about carbon footprint in the Omani EAP classroom
This research examines a task for EAP students to calculate the carbon footprint of their favorite meals and reflect on their choices in academic essays. This activity educates a new generation of consumers about sustainability, aligning with the country’s efforts to balance economic growth and the 2030 UN Agenda’s environmental goals. This action research was conducted in a first-year EAP course at a university in Oman, involving 25 students. The instructor designed an activity where students wrote essays on the carbon footprint of their favorite meals with the help of the Climate Change Calculator, a free tool available online. The data were collected through these essays, which were analyzed for meaning-making episodes reflecting students’ understanding of sustainability concepts. The activity aimed to facilitate students’ conceptual grasp of sustainability and carbon footprint. Students’ essays showed a three-stage awareness development regarding their meals’ environmental impact. Initially, they described ingredients and sourcing. Next, they calculated carbon footprints. Finally, they recognized the negative effects of their food choices, advocating for reduced consumption of unsustainable foods and effectively reflecting on the issues of sustainability in their academic essays. The findings highlight the importance of integrating sustainability education into EAP curricula. The results of the study suggests that strategically integrating environmental topics into academic writing instruction can be an effective way to foster both language development and critical awareness of important global issues.
Panel C3 | Session C3.3
Lalitha Jawahar
Fatima College of Health Sciences, UAE
lalitha.jawahar@actvet.gov.ae
Lalitha Jawahar is an enthusiastic ESL/EFL educator with over 25 years of teaching experience in tertiary-level teaching. With a strong interest in language acquisition, Lalitha’s research emphasizes effective methodologies for teaching English as a foreign language and understanding the intricacies of language learning. She has participated in several educational initiatives aimed at improving English proficiency among non-native speakers. Committed to creating an inclusive learning environment, Lalitha’s objective is to empower her students to reach their language goals and gain confidence in their skills. She is also a UAE-Ministry-approved English Emsat essay grader.
Priya Breitener
Fatima College of Health Sciences, UAE
priya.breitener@actvet.gov.ae
Priya Breitener has more than 15 years of teaching experience, which comprises of 6 years in the UAE. For the past 10 years, she has been organizing students’ research projects, guiding them through their curriculum which in turn has enriched her experience as a mentor. The UAE has provided a challenging platform to gain hands on experience in teaching adult learners from multi-cultural environment. Further, her teaching and research involvement has developed her communication and presentation skills, facilitating to network in multicultural project environment to accomplish research projects successfully.
Learner Perspectives on AI-assisted Remote Learning at a Health Science College
The potential of AI-assisted online learning was emphasized worldwide during the COVID-19 pandemic across all levels of classroom teaching and learning. Although AI-enhanced online learning appeared to receive instant acceptance by learners for flexibility, round-the-clock accessibility, and real-time feedback, the findings of a cross-sectional study conducted at a Health Science College in the UAE revealed several concerns faced by the learners and instructors. AI-driven tools create an interactive learning environment for online learners by providing adaptive learning platforms and enhanced opportunities for collaborative learning. However, 87% of students reported inexperience with studying via E-learning using the AIassisted online platforms. This largely affected communication between students and faculty members, students’ engagement, and their interaction in online classes. The learners expressed difficulties related to unstable internet or inadequate devices to support AI tools. Lack of privacy was another alarming concern raised. Most students took their online exams from home, and they felt the AI-driven proctoring tools invaded their personal space, which negatively affected their confidence and motivation. Academic dishonesty was another challenge raised by both faculty members as well as students. A range of actions, such as unauthorized teaming up on completion of home assignments, cheating on exams, plagiarizing, and buying written assignments includes academic dishonesty. Our research concluded that successful teaching and learning can happen in remote learning only if digital literacy training is provided to both and the learners. Additionally, measures should be taken to further reduce the transactional distance between lecturers and students.
Panel D1 | Featured Session D1.1
Isaac Tabor
Training and Consulting Department
Knowledge E, UAE
i.tabor@knowledgee.com
Isaac Tabor has led digital transformation projects internationally and is the founder of an active Cambodian education initiative for HE matriculation. He is the Head of Digital Learning at Knowledge E, where he leads the development of a digital learning platform for the professional development of academics and researchers.
Microlearning Strategies for Faculty Development
To evaluate the effectiveness of microlearning in online self-paced faculty development materials for the purpose of research development and dissemination. 300 researchers working at 32 universities in the Iraqi region of Kurdistan were enrolled in 40 online self-paced courses where each course is comprised of standalone microlearning activities. Using LMS log data, course evaluation surveys, and SIS data, the effectiveness of the microlearning activities was evaluated by interpreting learner behavior within the context of Kurdistan’s researcher ecosystem. Researchers engaged heavily with microlearning activities (over 900 microlearning assignments submitted) whilst whole or overall course completion rates were low. Incorporating microlearning elements into the course design succeeded in engaging researchers at HEIs in Kurdistan. Microlearning strategies have proved very successful in informal learning environments (such as Youtube learning videos, LinkedIn Learning). Our study shows that faculty at HEIs are just as prone to engage more with microlearning materials as informal learners or employees in corporate environments. Incorporating more microlearning strategies in faculty development programmes could aid in more flexible, faculty-driven professional development with increased engagement and knowledge retention.
Panel D | Session D1.2
Mehrdad Mohasses
Amity University Dubai, UAE
mmohasses@amityuniversity.ae
Mo Mohasses, a seasoned academic leader, is the Director of the Centre for Teaching and Learning at Amity University UAE. With over 3 decades of experience in higher education, he has led initiatives to improve teaching and learning practices, aligning programs with international standards. A recognized speaker, Mo has presented at prominent events and co-founded a successful conference. His dedication to enhancing educational quality drives his contributions to higher education in the UAE.
A Roadmap for Faculty Improvement: Lessons from Implementing a Development
Index at Amity University Dubai
Higher education institutions face increasing demands to deliver quality teaching, foster innovation, and maintain academic excellence. As faculty members are central to these objectives, their professional development must be systematically measured and enhanced. Traditional approaches to faculty development often lack coherence and fail to assess the impact on teaching quality and student outcomes comprehensively. A systemic approach to faculty development—such as the Faculty Development Index (FDI)—becomes crucial in this context. This study employs a mixed-methods research design, combining quantitative data from the Faculty Development Index (FDI) metrics with qualitative insights from faculty interviews and surveys. The participants include full-time faculty members at Amity University Dubai, who have engaged with the FDI since its implementation in August 2021. Data collected includes attendance and participation records from professional development workshops, faculty self-assessments on skill application, and interdisciplinary project involvement. Additional data were gathered through faculty surveys and interviews to capture perspectives on the FDI’s effectiveness and its impact on teaching quality and engagement. The phased implementation of the Faculty Development Index (FDI) has yielded significant improvements in faculty professional development at Amity University Dubai. Key outcomes include a notable increase in student satisfaction with teaching and learning, rising from 88% in the 20212022 academic year to 92.69% in 2023. The FDI also contributed to a reduction in student attrition rates, with a decrease from 6% to 3%. The study demonstrates that a structured, measurable approach to faculty development, such as the Faculty Development Index, fosters continuous improvement, enhances teaching quality, and increases faculty engagement. This model could be adopted by other institutions to improve professional growth and student outcomes in higher education.
Panel D1 | Session D1.3
Mahinour Ezzat
Higher Colleges of Technology, UAE mezzat@hct.ac.ae
Mahinour Ezzat is an accomplished educational leader with over 20 years of experience in higher education. An experienced Academic Developer specializing in faculty development, instructional design, and teacher training. She has developed accredited programs for Advance HE and is a Senior Fellow.
Dr. Mahinour has spearheaded innovative training initiatives, successfully mentoring over 500 faculty to achieve Advance HE Fellowships, making a significant impact on teaching quality and learning outcomes in the UAE.
Integrating Social and Emotional Learning (SEL) into Faculty Development for New Joiners
This study is grounded in the understanding that faculty development programs typically focus on pedagogical strategies without adequately addressing the social and emotional dimensions of teaching. This leaves a gap in the professional development of faculty, who may struggle with managing classroom dynamics, providing empathetic support to students, and fostering a positive learning environment, especially in diverse classrooms. By integrating SEL through Communities of Practice (CoP), microteaching sessions, and mentorship, this study seeks to fill this gap by equipping educators with the emotional intelligence needed to navigate the complexities of modern higher education classrooms. Case study, surveys. There was a notable increase in self-awareness, emotional regulation, and relationship management. Thematic analysis of observational data highlighted how Communities of Practice (CoP), microteaching, and mentorship fostered deeper collaboration, empathy, and reflective practices among faculty. Participants reported feeling more confident in managing diverse classroom dynamics and building stronger relationships with students, positively impacting their teaching effectiveness and student engagement. The findings of this study highlight the transformative potential of integrating Social and Emotional Learning (SEL) into faculty development programs. By incorporating practices like Communities of Practice (CoP), microteaching, and mentorship, institutions can enhance faculty’s emotional intelligence, empathy, and relationship-building skills. These improvements not only benefit educators in managing classroom dynamics but also positively impact student engagement and learning outcomes.
Panel D1 | Session D1.4
Esra İzmir
Mustafa Aydogan
Department of Psychology, College of Natural and Health Sciences
Zayed University, UAE. mustafa.aydogan@zu.ac.ae
Mustafa Aydogan is an Assistant Professor of Psychology at Zayed University, specializing in multicultural counseling, international students, and counseling supervision. He earned his Ph.D. from Kent State University and has experience in teaching and research, with interests in culturally sensitive mental health practices and Q methodology.
Hana Shahin
Social Innovation, College of Interdisciplinary Studies, Zayed University, UAE hana.shahin@zu.ac.ae
Hana Shahin is an Assistant Professor at Zayed University with a Ph.D. in Community Psychology from Wichita State University. She has 15 years of experience in the non-profit sector and specializes in wellness, burnout, civic engagement, and community program development. Dr. Shahin’s research focuses on wellness and community interventions.
Department of Social Studies Education, College of Education
Sinop University, Turkey, ekaptan@sinop.edu.tr
Esra İzmir is an Assistant Professor at Sinop University, Department of Social Studies Education. Her research focuses on cultural diversity in education, culturally responsive teaching, immigrant student education, and gender studies. She is internationally connected and collaborates with scholars from various countries, including the UAE.
Saeed Alhemeiri
Department of Psychology, College of Natural and Health Sciences
Zayed University, UAE, 202004346@zu.ac.ae
Saeed Alhemeiri is a third-year Psychology student at Zayed University. He experienced studying in the College of Interdisciplinary Studies and Natural Health and Sciences at Zayed University. Saeed has worked as a Research Assistant and contributed mainly to finding and contacting participants alongside transcribing and analyzing participant responses.
Salama Alromaithi
Social Innovation, College of Interdisciplinary Studies, Zayed University, UAE 202214549@zu.ac.ae
Salama Alromaithi is a third-year student at Zayed University’s College of Interdisciplinary Studies concentrating in social innovation. She is a research assistant for a Zayed University-funded project. Salama’s main responsibilities included collecting data, project management, and interview transcription.
Quantitative Insights into Intercultural Competence and Cultural Adaptation of International Faculty
With 89% of its population being international and only 11% local Emirati, the UAE stands as a nation heavily reliant on its global community, particularly in higher education. Most faculty and administrators in the UAE’s universities are international professionals valued for their Western education and expertise. Exploring their cultural adaptation process is an crutian step towards a unified society, a pillar of the UAE’s vision. This presentation examines the intercultural competence and socio-cultural adaptation of international faculty members (IFMs) in the UAE, shedding light on their experiences and the cultural contrasts that shape the educational landscape. The current study used a quantitative approach to explore the relationship between intercultural competence and sociocultural adaptation among IFMs at seven universities in the UAE. A total of 164 IFMs completed an online questionnaire including detailed demographics, the Attitudes, Skills, & Knowledge Short Scale (ASKSS; Holgate, Parker & Calahan, 2022), and the Revised Sociocultural Adaptation Scale (RSAS; Wilson, 2013), with confidentiality and incentives provided to encourage participation. A significant relationship was found between intercultural competence and sociocultural adaptation scores in the regression analysis, suggesting that higher intercultural competence is associated with better sociocultural adaptation. Gender, years of teaching experience, and frequency of interaction with Emirati students did not significantly affect ASKSS or RSAS scores, indicating these factors do not play a significant role in determining multicultural competence or sociocultural adaptation in this sample. Additionally, multicultural teaching training had a notable effect on intercultural competence, while gender and years of teaching experience did not significantly impact intercultural competence or sociocultural adaptation. The findings emphasize the importance of intercultural competence training for IFMs in the UAE. Institutions should prioritize targeted development programs focused on multicultural teaching skills; this, in turn, will positively help expatriate faculty members in the process of sociocultural adaptation. Providing ongoing support, regardless of gender or experience, will enhance IFMs’ integration and effectiveness, contributing to more inclusive and globally competitive higher education institutions in the UAE.
