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

The Impact of Introducing Charter Schools on Teachers' Instruction in the UAE Education Sector- A Case Study in Charter Schools in Abu Dhabi
(The British University in Dubai (BUiD), 2024-03) DABOUS, SAMER; Professor Christopher Hill
Abstract The dissertation explores the impact of charter schools on teaching practices in Abu Dhabi, of the United Arabe Emirates, by utilizing a mixed-method investigation that aims to offer insights into the autonomy of teachers and their instruction strategies. The study involved 55 teachers through quantitive surveys, and 5 teachers through qualitative interviews, to close the gap in existing literature concerning charter schools in the United Arab Emirates. It was concluded through quantitative research that teachers in charter schools have a high level of autonomy at 847%, who express their satisfaction concerning their capacity to select instructional strategies and manage classroom activities. Through qualitative analysis, teachers praised the innovative environment that was created by the management organization but voiced their concerns over workload. The findings highlight the significance of striking a balance between suitable support systems and autonomy to improve instructional quality and teacher job satisfaction. This study contributes to the discourse on educational reforms by highlighting the necessity for policies that support teacher autonomy and growth within the charter school framework.
High School Teachers’ and Students’ Perspectives of Effective AI Tools Used in Surmounting Challenges in TESOL Contexts in the UAE
(The British University in Dubai (BUiD), 2024-04) KHALIL, MAALY; Dr Emad A. S. Abu Ayyash
Abstract The purpose of this study is to investigate the attitudes of both teachers and students towards the use of Artificial Intelligence tools in educational practices such as teaching methodologies, assessment practices, and learning outcomes. Furthermore, it aims to identify the most effective AI tools used among teachers and students in 2024 in the learning and teaching process. The study also presents some of the recently appearing Artificial Intelligence educational tools used by teachers and students in the UAE and how effective they are in overcoming the challenges encountered by teachers and students. The study uses a mixed method approach—qualitative and quantitative—to reach reliable results accurately. The research sample consists of 30 experienced high school teachers who teach English to speakers of other languages and 45 high school students who are interested in research. The sample is a mix of Emirati and expat participants who live in the UAE. The survey included open-ended and close-ended questions. The questions investigated the teachers’ and the students’ perspectives on using Artificial Intelligence in the learning process, which were mainly positive and welcoming of this new technology; however, this acceptance was accompanied by certain conditions. This study is also important for future researchers and educational leaders as teachers and students have provided suggestions on using those tools inside and outside classrooms. Moreover, the results have highlighted the need for more specialized tools and more training that can help teachers surmount the educational challenges they face. Keywords: Artificial Intelligence , Educational practices , Effective AI tools
The Perceptions of the Impact of a Professional Training Development Program on the Inclusion and the Differentiation Management Skills: A Case Study of the Teachers in an American Curriculum School in Dubai
(The British University in Dubai (BUiD), 2024) MOUSTAPHA, HANANE ISSAM; Professor Eman Gaad
In response to the evolving landscape of education and in light of the Universal Conventions and the Emirati constitution and laws; teachers are facing an increasing emphasis on developing inclusive and differentiation skills. Furthermore, the disciplines of today’s classrooms have varied educational backgrounds, and teachers are required to work proficiently with differentiated content, processes, and products. The training programs for teachers and principals became necessary to minimize vulnerability, improve the socialization of learners with special needs, and ensure inclusive education. A charitable foundation for medical Education and research and one of Dubai's universities have designed together a program that offers professional training to provide educators with the knowledge they need to manage their way through inclusion and differentiated education. The purpose of this research is to analyze the outcomes of the professional training development program with the aim of finding evidence of the progress related to inclusion and differentiation management skills of teachers in the context of an American school in Dubai and provide valuable insights for stakeholders in similar contexts. The main research question is about the impact of the training program on the inclusion and differentiation of management skills. Data is collected through a Mixed Research Method. The Quantitative and qualitative approaches are used. Surveys, semi-structured questionnaires, and class observations will reinforce the data triangulation and will enable the researcher to develop some significant recommendations to help mainstream teachers. The analysis of the collected empirical data demonstrates the transformative power of training programs on the skills, knowledge, and attitude of teachers regarding differentiation and inclusion practices, meeting with the theoretical frameworks. The study’s academic, political, and social perceptible implications may inform legislators, school leaders, administrators, and teachers. The major limitations of the study are the research design, the time constraint, and the sample size. The scope for future studies involves an expanded sample size encompassing teachers from different cohorts to assess the long-term effects of the training workshop within diverse contexts. The potential benefit of this research study is to explore the most adequate tools and strategies to reach and teach all students in the classes and offer beneficial guidelines to help educators in comparable situations.
An Examination of the Role of Leaders in Sustaining Academic Integrity During Online Assessments in Five of Sharjah Schools During COVID-19
(The British University in Dubai (BUiD), 2023-04) HAMAD, HANAN AHMAD; Professor Abdulai Abukari
The purpose of this study is to investigate the main impediments that jeopardize reliable online assessment data since the outbreak of COVID 19 pandemic, as well as the measures employed by leaders to mitigate these obstacles and maintain academic honesty, such as policymaking and ensuring the effective application of updated assessment policies. Authentic leadership theory lay the basis of this study and connections are explained thoroughly. The Fraud triangle Model extrapolates the process of misconduct by explaining the relation between motives, opportunity and academic misconduct. Main concepts such as academic integrity and online assessments are defined and analysed. A mixed method approach is used, which includes a survey of thirty school leaders in five schools in Sharjah, UAE, a semi-structured interview of 5 leaders, and an analysis of assessment policies in these schools. The findings are examined and compared to help provide a clear understanding of the research objectives. Findings show a clear misalignment between leaders’ responses and assessment policy documents which provides an insight of improper implementation of these policies. It was also clear that these policies were neither updated nor assessed. It is also clear that due to dominant beliefs among parents and students about the significance of marks, parents tend to participate in dishonest behaviour whether intentionally or not. Other threats to credibility of online assessment results include ease of access to resources and assistance during the test, whether from peers, parents or tutors. Based on the feedback from participants, numerous recommendations are made to assist administrators, school administrators, and decision makers in enhancing future online assessment methods. In conclusion, it is perceived based on data analysis that no matter how preventative and punitive measures school leaders take, the first deterrent to academic misconduct is the culture of integrity and the extent people believe in the worth of this value.
A Critical Investigation of the Effectiveness of Career and University Guidance on Secondary Students in the Abu Dhabi, U.A.E.
(The British University in Dubai (BUiD), 2023-11) HAMZE, SOHA; Professor Abukari Abdulai
The UAE government has made significant investments in education, focusing on improving secondary school careers and university guidance programs. However, research on the effectiveness of these programs in Abu Dhabi is limited. An online survey of 175 students investigated the effectiveness of career and university counselling on students' decision-making and future aspirations in 10th, 11th, and 12th grade. Guided by the social cognitive career theory, the study measured student engagement in various activities, student knowledge and self-efficacy, student decision on a career choice, student satisfaction with counselling services, and perceived benefits of the career and university counselling program. This study mostly used a cross-sectional exploratory quantitative research design. The online survey was followed by semi-structured email interviews with three professionals in career and university guidance, shed light on the program resources and current challenges and offered recommendations. The study results supported the reliability and construct validity of the latent variables of knowledge, self-efficacy and satisfaction with counselling services. The maximum likelihood common factor PLS-SEM contributed to the nomological validity of these latent variables. The study results were consistent with the published literature. The maximum likelihood common factor (PLS) SEM model revealed that the usage of counselling services, student knowledge and self-efficacy, and student satisfaction with the counselling services explain 46% of the variance in student decisions on career choice. Nevertheless, only 25% of the variance in perceived benefits of the program is explained by these factors, suggesting that there may be room for improvement. The qualitative feedback from the three school experts added rigour, authenticity, and creditability to the online survey results. While the program is moderately effective in influencing student decision-making on career choice, counselling programs can further enhance their impact and perceived benefits by emphasising community engagement and mentorship and ensuring the availability of counselling resources. This includes providing timely information about university application deadlines, enhancing knowledge about diverse working conditions, and ensuring the guidance provided is comprehensive and based on accurate information. Keywords: Career Counselling, Vocational Education, Higher Education, Student Decision, Career Choice, Self-efficacy, Engagement.