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.
Submit your dissertation/thesis by completing the registration using your BUiD email.
Review the submission guidelines before you submit the final version
Communities in BSpace
Select a community to browse its collections.
- This community includes the articles, book chapters, conference and working papers published by BUiD staff members.
- This community includes the Theses and Dissertations submitted by Faculty of Business and Law students
- This community includes the Theses and Dissertations submitted by Faculty of Education students
- This community includes the Theses and Dissertations submitted by Faculty of Engineering and IT students
- The Journal is run by the Faculty of Education, The British University in Dubai (BUiD).
- This community includes the Newsletters published by the BUiD library
- This community includes the BUiD conference papers, newsletters and magazines.
Recent Submissions
The Impact of the REACT Strategy on the Academic Achievement and Problem-Solving Skills of the Twelfth-Grade Students in Biology in the United Arab Emirates
(The British University in Dubai (BUiD), 2024-06) SAID, THOURAYA MOHAMED; Dr Emad Abu Ayash
This study aimed to test the effectiveness of the REACT Strategy on academic achievement and problem-solving skills of twelfth-grade female biology students in the United Arab Emirates. Participants consisted of (60) female students in the twelfth grade at the Applied Technology High School (ATS) during the third semester of the scholastic year (2023-2024). The sample students were divided into two groups of (30) students: An experimental and a control group. The research instruments included a biology pre- and post-achievement test and a qualitative questionnaire to test the students’ perceptions and experiences of using the REACT strategy in the biology classroom. The validity of the research instruments was assured by the judging faculty, and the consistency was assured through testing and re-testing of an exploratory group of (30) female students. After ensuring the two research groups' homogeneity regarding age, readiness to learn biology, achievement, and problem-solving skills in biology, the two research groups went through the same experience. Still, one was exposed to ADEK’s biology curriculum, whereas the other group went through the RACT strategy for teaching and learning. The research findings revealed statistically significant differences between the two research groups on the biology achievement test scores in its post-application in favor of the female students of the experimental group. This shows the significant effect of the REACT strategy in improving academic achievement and problem-solving skills in biology before applying the strategy. Moreover, findings from the qualitative analysis indicated insights into students’ perceptions and experiences with the REACT approach, highlighting its role in fostering a supportive and interactive learning environment that reflects deep learning and critical thinking. Finally, this research provides valuable input for educators, policymakers, curriculum developers, and researchers seeking to optimize teaching and learning experiences in STEM disciplines. By adopting evidence-based strategies and fostering a culture of collaboration and inquiry, stakeholders can create optimal conditions for student success and promote equitable access to high-quality STEM education for all learners.
Leadership in the Digital Age Navigating Challenges and Embracing Opportunities
(The British University in Dubai (BUiD), 2024-11) GAWAD, SALLY ALI ABDEL; Dr Tendai Charles
This research examines the evolving role of educational leadership in the digital age, emphasising the competencies, challenges, and opportunities that arise from technology integration in educational practices. Through surveys and qualitative interviews with educational leaders, the study illuminates the critical importance of digital literacy and continuous professional development for successful technology implementation. Despite the enthusiasm for digital tools, challenges such as varying digital proficiency among staff, resistance to change, and inadequate infrastructure hinder optimal technology use, creating disparities in student learning experiences. The study advocates for a structured approach to technology integration, involving strategic planning, comprehensive training, and ongoing evaluation to ensure technology is embedded within the educational framework. Additionally, fostering a collaborative culture among stakeholders, teachers, students, and parents is essential for promoting innovation and addressing diverse student needs. Leaders also bear the responsibility of modelling digital citizenship and ethical technology use, preparing students for the complexities of the digital world. This research contributes valuable insights for enhancing teaching and learning outcomes in a technology-driven educational landscape.
Upgrading and Contextualising the Higher Educational Curriculum to Optimise Learning: An Exploratory Study of Mass Media Courses in A Selected Higher Educational Institution in the UAE
(The British University in Dubai (BUiD), 2025-01) ALFALAHI, HESSAH; Dr Solomon Arulraj David
Curriculum standardisation, involving the adoption of similar curricula across universities in different countries, is a major debate for nations. The purpose of this study is to investigate the role of upgrading and contextualising higher educational curricula in optimising learning in mass media courses in the UAE. A mixed-method study was conducted involving students' surveys, students' focus groups, and instructors' interviews as the main data collection methods. The sample size used was 259 students in the survey, 5 focus groups with 10 students in each group, and 10 interviews with instructors. The survey data were analysed through cross-tabulation and descriptive studies. The data from the interviews and focus groups were evaluated using the coding and thematic analysis approach. The qualitative data obtained from the focus groups were then compared with the qualitative data gathered from the instructors' interviews through triangulation to identify differences and similarities. The key findings from the study indicate that the UAE media curriculum faces contextualisation and optimisation challenges that may affect its applicability in the market. Students indicated they were learning about their own UAE media in the courses, and were generally satisfied with what they were taught. However, the teachers reported a need to retrain and update the curriculum continuously to enhance its relevance since curriculum modifications are scheduled so far apart that they are not sufficient to accommodate the fast technological changes in the industry. The study offers recommendations for policymakers and stakeholders to optimise learning through curriculum improvement and contextualisation.
An Analysis of the Relationships & Views Among the Big Five Personality Traits and Kolb’s Learning Approaches in Higher Education Students in Dubai, UAE
(The British University in Dubai (BUiD), 2024-05) ALAMEEN, MOHAMMED ADNAN; Professor Christopher Hill
In this study, the interplay between personality traits and learning approaches among higher education students in Dubai, United Arab Emirates is explored, using the Big Five Personality Traits and Kolb's Experiential Learning Theory as theoretical frameworks. Conducted at a renowned semi-governmental institution, this mixed-methods research utilized quantitative surveys with 186 students and qualitative interviews with 19 students. Quantitative data were analysed to identify correlations between personality traits (Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism) and learning approaches (learning modes: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation; and learning styles: Accommodating, Assimilating, Diverging, and Converging). Qualitative interviews provided deeper insights into these relationships. Major quantitative findings indicated significant correlations between traits like Agreeableness and Openness with Active Experimentation and Reflective Observation learning modes, as well as Conscientiousness with Abstract Conceptualization and Concrete Experience modes. Qualitative data revealed that students with high Agreeableness and Openness preferred reflective and experiential learning activities, while those with high Conscientiousness thrived in structured and conceptual tasks. These insights highlight the potential for personalized teaching strategies. These results suggest that incorporating personality traits into educational settings can optimize learning outcomes by aligning teaching methods with students’ learning preferences. The study emphasizes the necessity for further research across various educational settings to validate and expand upon these findings, aiming to enhance educational effectiveness through tailored pedagogical approaches.
An Integrated Model for Metaverse Adoption in Higher Education Institutions: A Structural Equation Modelling and Artificial Neural Network Approach
(The British University in Dubai (BUiD), 2024-06) MAGHAYDAH, SAFWAN SULEIMAN MGHIED; Dr Piyush Maheshwari
Information and Communication Technology (ICT) is experiencing a significant shift with the advent of the Metaverse, merging physical reality with a virtual world via virtual and augmented reality headsets. This development promises to revolutionize traditional online interactions, offering new educational opportunities through enhanced collaboration, communication, and immersive learning environments. The interest of Higher Education Institutions (HEIs) in the United Arab Emirates (UAE) in the Metaverse is notably high, attributed to its potential to transform education. However, research on the factors influencing Metaverse adoption in the UAE remains scarce, which limits the educational sector's progress and the effective utilization of Metaverse technology for educational purposes. This study aims to identify the determinants affecting the adoption of Metaverse technology within UAE's HEIs by proposing an integrative model that merges the Unified Theory of Acceptance and Use of Technology (UTAUT2) with Task-Technology Fit (TTF) and Protection Motivation Theory (PMT) elements. The study focuses on the adoption behavior of students towards Metaverse technology in UAE's higher education setting. A conceptual model was developed to test 14 hypotheses and address the research questions, fulfilling the study's main objective. Three research objectives were formulated based on this model, with subsequent sections providing results and explanations. Data were gathered from 760 undergraduate and postgraduate students’ responses from different universities in the UAE. Hypothesis testing revealed significant influences of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivations, price value, task characteristics, technology characteristics, task technology fit, response efficacy, self-efficacy, and perceived vulnerability on Metaverse adoption, with only response costs and perceived severity not supported. The ANN analysis, conducted to avoid overfitting and to analyze nonlinear correlations, showed the superiority of ANN predictions over traditional regression methods, indicating high levels of precision and reliability of the ANN models. Sensitivity analysis highlighted technology characteristics as the most significant predictor of task-technology fit. In addition, performance expectancy is the most significant predictor of students' Metaverse adoption behavior, followed by self-efficacy, while perceived vulnerability had the least impact. This comprehensive analysis contributes significantly to understanding the factors influencing Metaverse adoption in HEIs, offering insights for policymakers and practitioners in integrating Metaverse technology into educational infrastructure.