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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Now showing 1 - 7 of 7

Recent Submissions

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    BIM-Enabled Conflict Management Framework for Construction Project Success in the UAE
    (The British University in Dubai (BUiD), 2025-01) AL HIN, SAIF; Professor Khalid Al Marri
    This study aims to develop a BIM-integrated framework for managing conflict causes to enhance construction project success in the UAE. It addresses critical gaps in the existing literature regarding comprehensive conflict analysis and BIM potential in conflict management for delivering successful construction projects. This study identified five significant gaps in the existing literature: (1) limited comprehensive analysis of construction conflict causes across project lifecycle phases in the global context, and the UAE is no exception ; (2) the narrow scope of previous technological solutions for conflict management; (3) the isolated study of BIM capabilities rather than as an integrated conflict management approach; (4) the lack of quantitative analysis of BIM's influence on project success through conflict management; and (5) insufficient investigation of BIM's relationship with conflict management. The research employed a quantitative method underpinned by a pragmatist epistemology, combining inductive reasoning through a critical literature review for conceptual framework building and Abductive reasoning through a quantitative survey of 273 UAE construction professionals. Principal component analysis (PCA) and multiple liner regression were adopted to analyse the quantitative data. The study examined 23 conflict causes across the project lifecycle phases and investigated the relationship between BIM-enabled conflict management (36 BIM solutions) and project success. The analysis identified five primary conflict categories—Design, Planning, Cost, Communication, and Documentation—encompassing 23 specific conflict causes. The final statistical analysis revealed Information Management as the strongest influence on project success (β = 0.206), followed by Cost Management (β = 0.184), Design Management (β = 0.174), and Planning Management (β = 0.136), collectively explaining 30.8% of the project success variance. The study mapped empirically validated BIM solutions to the 23 identified conflict causes and developed empirically validated BIM-based solutions across four management stages: Prevention (10), Identification (9), Mitigation (9), and Resolution (8). The study scope is limited to the UAE construction sector and the five categories of the BIM-enabled conflict management framework. Future studies will consider other aspects, such as sustainability. This research presents the first comprehensive analysis of BIM's role in managing construction conflict management for construction project success in the UAE context, providing practitioners with an actionable framework for implementation while quantitatively validating the relationship between BIM-enabled conflict management and project success.
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    Exploring Changes in Inclusive Education Policies and Practices for Children with Cerebral Palsy in a Private School in Dubai: A Comparative Case Study of 2011 and 2024
    (The British University in Dubai (BUiD), 2025-02) MERCHANT, ZAINAB; Professor Eman Gaad
    Cerebral palsy is a group of permanent movement disorders caused by early brain damage, affecting a child’s motor skills and coordination. As a result, children with cerebral palsy often encounter barriers to accessing quality education. Inclusive education plays a vital role in overcoming these barriers, ensuring equitable access to learning opportunities for all children. Despite the importance of inclusive education, there is a lack of extensive research on inclusive practices for children with cerebral palsy in Dubai, and whether such practices have progressed over time. This study explores the evolution of inclusive education policies and practices for children with cerebral palsy in Dubai, comparing the experiences of two children—Child A and Child B—attending Year 1 at the same private school in 2011 and 2024. Using a comparative case study approach, data were collected through semi-structured interviews, field observations, and document analysis. The findings highlight progress in policy development, accessibility, teacher support, and social inclusion. However, despite these advancements, similar challenges persisted for both children, such as insufficient teacher training, limited awareness of cerebral palsy, lack of external agency support, and the financial burden on families, which continue to hinder the full implementation of inclusive practices. This study contributes to global efforts towards inclusive education by demonstrating how policy evolution and systemic changes can enhance educational opportunities for children with cerebral palsy, providing valuable lessons for countries aiming to meet international goals like Sustainable Development Goal 4 (quality education) and build more inclusive, equitable education systems.
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    Implementing Universal Design for Learning (UDL) in Higher Education: A Case Study of Teacher Experiences in Private High Schools in Dubai
    (The British University in Dubai (BUiD), 2024-10) SALEH, ABDELWAHB YEHIA; Dr Tendai Charles
    This study explores the implementation of Universal Design for Learning (UDL) principles in high school education within the context of Dubai. By examining the experiences of high school teachers and student outcomes, the research aims to understand the strategies used, challenges faced, and benefits perceived in applying UDL principles. Using a mixed-methods approach, the study combines quantitative data from a survey with qualitative insights from interviews. The findings indicate that teachers in Dubai are incorporating UDL principles to varying degrees, with a strong emphasis on multiple means of engagement. Despite challenges such as limited resources and insufficient professional development, the implementation of UDL has led to increased student engagement, improved academic performance, and greater inclusivity. The study concludes that UDL has significant potential to enhance educational practices in Dubai's diverse and multicultural context. Recommendations for practice include increasing resource availability, providing ongoing professional development, fostering collaborative planning, ensuring administrative support, and engaging students and the community. Future research should focus on longitudinal studies, cross-cultural comparisons, the impact on specific student populations, qualitative methodologies, and the integration of technology in UDL implementation.
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    The Impact of The Writing Abilities of Learners in Special Education Centres and Transitioning into Inclusive Schools in the United Arab Emirates
    (The British University in Dubai (BUiD), 2025-03) SALEH, YARA AHMED; Professor Eman Gaad
    This research examines the writing skills of students in special education centres and their transition to inclusive schools in the United Arab Emirates. Writing is a fundamental aspect of learning, yet it poses significant challenges for students with learning difficulties, often hindering their integration into mainstream classrooms. This study investigates the effectiveness of current writing support programme, the challenges teachers face, and the impact of UAE educational policies on inclusion. Using a mixed-methods approach, data was collected through questionnaires and interviews with teachers, students, and administrators to explore the relationship between writing proficiency, academic success, and classroom participation. Findings indicate that while special education centres provide essential support, students struggle in mainstream schools due to teachers’ limited training, insufficient resources, and rigid curricula.Furthermore, adapting classroom instruction to meet the needs of transitioning students remains a challenge. The study highlights the importance of targeted interventions, including enhanced teacher training, assistive tools, and improved writing instruction methods. Stronger collaboration between special education centres and inclusive schools is recommended to facilitate smoother transitions. Addressing these challenges will support the UAE’s commitment to inclusive education, ensuring equitable learning opportunities for all students.
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    Teachers' Perceptions of the Role of Artificial Intelligence in Facilitating Inclusive Practices for Students with Special Educational Needs and Disabilities: A Case Study in a Private School in Abu Dhabi
    (The British University in Dubai (BUiD), 2025-03) BACHIR, HIBAH AHMAD; Professor Eman Gaad
    The integration of Artificial Intelligence (AI) in education has raised significant discussions about its role in supporting inclusive learning for students with Special Educational Needs and Disabilities (SEND). The purpose of this study is to explore teachers’ perceptions of AI’s effectiveness in facilitating inclusive practices within a private school in Abu Dhabi city in the UAE. This paper constitutes a small-scale study that used a qualitative method in order to obtain responses to the research question through semi-structured interviews. Thematic analysis of data collected from five subject teachers was used to determine their experiences, perceived benefits, and the challenges linked to the integration of AI from the teachers’ perspectives. In light of the results, the study disclosed that AI tools such as Immersive Reader, Edmentum Study Island, Quizizz, and ChatGPT enhance personalised learning, student engagement, as well as independent learning for SEND students. It is worth mentioning that AI’s potential in differentiated instruction and adaptive feedback has been indeed acknowledged by teachers. Yet several barriers were highlighted. Findings referred these barriers to limited teacher training, technological accessibility, and data privacy concerns, as well as ethical biases in AI algorithms. Moreover, in this regard, teachers reiterated that human interaction with SEND students could not be replaced by AI tools because the tools automate tasks and ease engagement, but they do not offer emotional and social support. The study wrapped up with a list of recommendations such as enhanced professional development programmes for teachers, improved AI infrastructure, as well as collaborative efforts among stakeholders to ensure the ethical and indeed effective use of AI in inclusive education. This study contributes to the literature by offering practical insights into the use of AI for inclusive education and as well outlining key challenges that must be addressed in order to get effective AI implementation. The significance of this research stems from its focus on a rarely explored context providing valuable insights into how AI can be leveraged to enhance inclusive education in similar educational settings. Finally, various factors posed limitations to the study, including the small sample size, the focus on a single private school, and relying entirely on semi-structured interviews, this, in turn, may limit the generalizability of findings.