BSpace

The British University in Dubai (BUiD) Digital Repository

Welcome to BSpace, the online institutional repository of the British University in Dubai. BSpace provides access to the Dissertations, Thesis, Research projects, Faculty publications and archives of BUiD.

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Recent Submissions

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    The Role of Social Media Influencers in Electric Vehicle Adoption in the UAE
    (The British University in Dubai (BUiD), 2025-05) MOURAD, AHMED MOHAMED AHMED; Dr Sa’Ed Salhieh
    Despite growing infrastructure and strong governmental support, electric vehicle (EV) adoption in the United Arab Emirates (UAE) remains low. While economic and technical factors have been widely explored, the impact of social, behavioural, and perceptual influences, especially those imposed by social media influencers, remain inadequately addressed. This study investigates how influencers, trust in influencers, and perceived source credibility affect the consumer intention to adopt EVs in the UAE. A conceptual model was developed and tested based on Social Learning Theory (SLT), Trust Transfer Theory (TTT), and Source Credibility Theory (SCT) utilising Partial Least Squares Structural Equation Modelling (PLS-SEM) with SmartPLS 4. Data were collected via an online survey of 205 UAE residents. The findings indicate that social media influencers exert a direct positive influence on the intention to adopt electric vehicles (β = 0.244, p < 0.01), with confidence in influencers serving as a major mediator of this relationship (β = 0.401, p < 0.001). However, source credibility does not significantly moderate the effect of trust on the adoption intention (β = 0.029, p = 0.634). The model exhibited moderate predictive accuracy (R² = 0.506, Q² = 0.419) and robust internal reliability. This research enhances understanding of social influence on sustainable consumption both theoretically and practically, providing evidence-based recommendations for marketing strategies and public policies to promote EV adoption in the UAE.
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    Teachers' Perspectives on the Implementation of Individualised Education Plans (IEPs) for Students with Special Educational Needs and Disabilities (SEND): A Case Study in a Private School in Abu Dhabi
    (The British University in Dubai (BUiD), 2025-06) BACHIR, NOUR AHMAD; Professor Eman Gaad
    The study examines how teachers in a private school in Abu Dhabi view and experience using Individualised Education Plans (IEPs) for students with Special Educational Needs and Disabilities (SEND). As inclusive education is growing in the UAE, IEPs play a crucial role in helping SEND students succeed academically and socially. However, challenges in IEP implementation frequently arise because teachers lack sufficient training, resources are scarce, time is limited, and support from the school is inconsistent. Six primary school instructors from various subject areas and class levels were interviewed, and this study explores the realities of developing and using IEPs in a private school. Several significant trends emerged, including insufficient opportunities for staff development, varying levels of administrative support, and a need for enhanced collaboration among relevant parties. The findings highlight the importance of teachers’ attitudes, school structure, and ongoing development for student success under IEPs. Additionally, the study addresses issues with current policies and practices and provides practical tips to support inclusive education in other contexts. The information presented here aims to assist educators, policymakers, and school leaders in adopting effective strategies to support IEP implementation in private schools throughout the region, ultimately benefiting students with SEND.
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    The Role of Primary School Leaders in Supporting Teachers to Apply Differentiated Instruction and Inclusion in Classrooms in a School in Sharjah, UAE
    (The British University in Dubai (BUiD), 2025-03) AHMED, HEBA ALI ZAKI ABDELAAL; Professor Abdulai Abukari
    Differentiated instruction and inclusion have become an essential part of the modern pedagogy, ensuring that pupils with variant academic levels and educational needs receive equitable learning opportunities. Diverse research highlights the significance of teachers’ application of those approaches; however, limited studies focus on school leaders’ role in supporting teachers to effectively implement them in classrooms, particularly in the UAE context. This study explores how primary school leaders in Sharjah promote Differentiated Instruction and inclusion, and examines the strategies applied, challenges faced, and support provided to educators. Using a mixed-method approach, the study gathers qualitative data via semi-structured leaders’ interviews and quantitative data by a teachers’ questionnaire, besides the data analysis of students’ assessments results. This provides an understanding of leaders’ practices and their effect on differentiation and inclusion. The findings of this study show that school leaders play a vital role in supporting teachers in implementing DI and inclusion. It highlights the obstacles that leaders encounter that may hinder the successful implementation of those approaches. The research highlights the need for leadership strategies, policy implementation, and continuous educators’ support to enable teachers to apply DI and inclusion. This research adds to the existing literature on educational leadership by bridging the gap of knowledge, particularly on the leaders’ role and its impact on inclusive education and DI implementation in the UAE. The findings of this research add valuable insights for instructors, administrators, and policymakers to improve strategies and policies that support inclusive teaching, which impact students’ outcomes and learning progress.
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    Evaluating the Influence of Social Media Communities on Teachers’ Professional Development
    (The British University in Dubai (BUiD), 2025-03) ALNUAIMI, KHAWLA; Dr Ahmed Abubakar
    This study explores the usage of social media by early childhood teachers in public schools in the United Arab Emirates for the purpose of professional development. Despite growing interest in online learning and social media, limited studies have examined how this type of informal learning can enhance teacher skills. This study investigates what platforms teachers use for professional development, how participation and engagement in social media platforms contribute to the professional development of teachers, and what policies are implemented regarding social media use for the professional development of teachers. The study was conducted using a combination of qualitative and quantitative design, and the data collected from 57 participants was through an online survey. The findings indicate that teachers actively use different social media platforms for professional purposes; teachers highlighted that engagement in online communities improved their skills and that there are inconsistencies in institutional policies regarding social media use for professional development. Findings have important implications for policymakers and educational institutes that seek to develop teacher training through social media. The study underscores the need for clearer guidelines and institutional support to ensure that teachers can professionally engage in online learning communities. Keywords: Teacher professional development, social media, early childhood teachers
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    Analysis of Using Machine Learning to Enhance the Efficiency of Facilities Management in the UAE
    (The British University in Dubai (BUiD), 2022-09) ULLAH, SAAD; Professor Bassam . Abu-Hijleh
    The UAE's built environment industry faces challenges due to energy consumption trends and inefficiencies in Facilities Management (FM), exacerbated by traditional maintenance methods relying on outdated paperwork and limited technological integration. This study addresses these issues by Implementing Machine Learning (ML) algorithms using data from Building Management Systems (BMS) and FM maintenance reports, focussing on predictive maintenance for Fresh Air Handling Units. Seasonal thresholds are set for sensor values, and the algorithm detects hazardous trends when values exceed safe limits, correlating them with related sensors to generate combined variables and error codes. Each error code represents specific trends and prescribed actions to address potential malfunctions. The approach is validated using linear regression and mathematical logic, while binary logistic regression predicts issues with blower motors and filters by analyzing BMS data. A comparison between traditional and ML-based FM strategies demonstrates that ML-driven scheduling and maintenance reduce costs by 38% to 50%, significantly improving efficiency. This study highlights the transformative potential of ML in modernizing FM practices, enabling proactive, cost-effective, and efficient maintenance operations in the UAE's built environment sector.