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 Transforming an Independent School with Conventional Hierarchal Structure into a Professional Learning Community (PLC) on the Overall School Improvement Process
(The British University in Dubai (BUiD), 2024-11) CHAABAN, NAHED SALEH; Professor Christopher Hill
This research study intends to investigate the impact of shifting school improvement initiatives from being reactive, long delayed, and externally initiated into being more innovative intra-institutionally originated by getting an anonymised independent school established as a professional learning community (PLC). The investigation is focused on reconceptualising school leadership structures to become more collegial and participatory by abandoning the top-down leadership styles, empowering stakeholders’ collaboration and involvement as authentic partners, and thoroughly reviewing the school ethos to redefine its strategic direction in a more inclusive and collaborative approach to become optimally aligned to the stakeholder groups’ aspirations. This transformation is expected to enhance the cultivation of a new sustainable culture that prioritises collaborative learning, institutional efficacy, and continuous improvement. With this PLC model, the school will develop greater agility and capability of coping with the challenges induced by continuous change that is becoming more expedited than ever before. This way, school improvement initiatives become immaculately contextualised and internally initiated, and thus far more sustainably effective than current standardised school improvement models with very limited potential to achieve stakeholders’ aspirations of building a robust system that can internally, sustainably, and proactively revive school improvement dynamics and mechanisms. This investigation is primarily grounded in an anonymised independent school staff’s insights, as represented by their participation in semi-structured interviews and a self-completed questionnaire. The generated data, both qualitative and quantitative, are analysed into three themes which are aligned to three research questions in order to inform discussions and key findings, and inspire data-driven recommendations.
Editorial
(The British University in Dubai (BUiD), 2024-02) Abukari, Abdulai
The Impact of Peer Support (Buddy System) Intervention on the Academic Achievement and Social Development of Elementary School Students in Inclusive Classrooms in UAE
(The British University in Dubai (BUiD), 2024-02) Alzaabi, Onoud Eid Mobarak Khameis; Kuyini, Ahmed Bawa
This study examined the efficacy of a peer support intervention (buddy system) in inclusive classrooms at a government school in Fujairah, UAE. Specifically, it focused on how the intervention influenced the academic performance and social development of elementary school students. This study used a semi-experimental approach which allowed insight into a real-world example of the use of peer support intervention in an inclusive classroom. A mixed-methods approach to data collection was also employed, integrating quantitative evaluations of academic performance on standardised tests, survey data from questionnaires and qualitative data about social development from interviews with students. Descriptive statistics and t-tests were used for quantitative data analysis, while thematic analysis was used for qualitative data analysis. The findings showed a notable beneficial effect of the buddy system on academic performance and social development. The findings also revealed the development of strong peer relationships, better communication skills, and improved teamwork abilities in students participating in the buddy system. These findings highlight the efficacy of the buddy system, in promoting holistic growth among diverse student populations and the need for utilising cooperative and inclusive methods to enhance academic success and social development for students in Government schools.
The Influence of Inclusive Leadership on Student Achievement in Dubai Schools from Inclusion Leaders’ Perspectives
(The British University in Dubai (BUiD), 2024-02) Badawieh, Muntaha; Abukari, Abdulai
Inclusive leadership significantly contributes to the success of the school community, so it reflects positively on overall school dynamics by implementing practices so that all learners, including students with disabilities and special education conditions, have equal prospects for academic success. However, despite the recognition of the importance of inclusive practices, there is a need to understand how inclusive leadership specifically influence students’ achievement. This paper focuses on understanding how inclusive leadership influence students’ academic achievements and its overall impact on school dynamics. Based on two Ministry of Education private schools in Dubai, the paper utilises a qualitative research approach in which in-depth semi-structured interviews were conducted with two heads of inclusion from different private schools in Dubai. Participants were purposively selected based on their expertise and experience in leading inclusive initiatives within their respective schools. Data collected from interviews was analyzed thematically. The finding shows that inclusive leadership plays an important role in promoting student achievement, in addition to fostering inclusivity in educational settings.
Exploring the Impact of Technology-Enabled Pedagogies on the Effectiveness of Students’ Learning
(The British University in Dubai (BUiD), 2024-02) Fatima, Syeda Kauser; Qasmi, Faiza
The rapid evolution of digital technologies is fundamentally transforming educational methodologies, prompting a critical reassessment of conventional teaching approaches. This study explores technology-enabled pedagogies and their impact on student learning particularly in promoting student-centered learning. Anchored in constructivist learning theories, which emphasize active, inquiry-based learning and authentic assessments, the study examines the impact of immersive technologies like virtual and augmented reality, as well as data-driven instruction on enhancing educational outcomes. Based on selected higher education institutions, data was collected from a total of 120 teacher educators. The findings of the study underlined the efficacy of personalized, technology-driven educational strategies in increasing accessibility, educational equity and student engagement, thereby equipping students more effectively for effective learning in the digital age. The paper proposes that future research should focus on the long-term impacts of technology-integrated education and the development of scalable educational models on student learning. Although acknowledging limitations due to varied technological infrastructure across institutions, the study concludes that embracing technology-enabled pedagogies is essential for modern education, offering significant advantages in personalizing learning experiences and preparing students with crucial 21st-century skills.