Browsing by Author "SHAKER, ENAS GHAZY"

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    Higher Education Stakeholders’ Perceptions and Applications of Education for Sustainable Development Towards STEM Education in the UAE
    (The British University in Dubai (BUiD), 2024-03) SHAKER, ENAS GHAZY; Professor Sufian Forawi
    In recent years, the UAE has emerged as a thriving hub for higher education, attracting global students and academics. Recognizing the importance of sustainability and Education for Sustainable Development (ESD) in shaping its future, UAE universities actively promote ESD within STEM education. Understanding perceptions and applications of ESD in UAE higher education is crucial in the rapidly evolving 21st-century landscape. Accordingly, this study investigates how UAE higher education stakeholders, including instructors and students, perceive and implement ESD with a focus on STEM education through: (1) Investigating stakeholders' perceptions of ESD in UAE universities' STEM education, (2) Investigating demographic differences in stakeholders' perceptions of ESD in UAE universities' STEM education, (3) Exploring stakeholders' applications of ESD in UAE universities' STEM education, and (4) Explaining the contextual factors influencing stakeholders' engagement in ESD-STEM activities in UAE universities. Various educational theories such as Vygotsky’s social constructivist theory, cognitive constructivist theory, theory of change, transformative learning theory, education for sustainable human development theory, and competency-based education model were considered. The study employed an explanatory sequential mixed method design, including questionnaires for 200 higher education instructors and 501 students, interviews with both instructors and students, and document analysis of nine participating HEIs. The findings indicate that UAE HEI stakeholders possess knowledge, skills, and attitudes related to ESD in STEM education, with perceptions increasing with experience and involvement in STEM subjects. Several applications and initiatives within HEIs were identified to promote ESD in STEM education, along with contextual factors suggested for enhancing engagement and guiding policymakers toward a unified ESD-STEM education policy in UAE HEIs Key words: Higher Education Stakeholders, STEM education, ESD, Sustainability, Contextual Factors