الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 42
supplementary tutoring in 12 Arabic-speaking Middle Eastern countries, noting the distinct social,
cultural, political and economic structures of each. This book is a welcome addition to the bulk of
international research on private tutoring that has focused on other world regions, especially on
countries in East Asia. It extends the existing literature towards the Arab Middle Eastern region
and illuminates the current state of private tutoring in the Arab world. By delving into key
challenges and salient opportunities associated with private tutoring in this region, Shadow
Education in the Middle East is a must-read for academics, researchers, education policymakers,
parents and the general public interested in the field of private tutoring.
(9) Bruder, J., Hamwy, N. Sellami, A., & Romanowski, M. (2023). Examining Qatar’s private
and public school teachers' readiness for teaching sustainability. Globalisation, Societies and
Education. https://doi.org/10.1080/14767724.2023.2262404.
Understanding teacher readiness for Sustainable Development Goal (SDG) instruction is crucial.
This study investigated Qatar’s preparatory and secondary public and private school teachers’
perceived readiness to teach Education for Sustainable Development (ESD) and Global Citizenship
Education (GCED) across three dimensions: alignment, capabilities and engagement. Although all
teachers surveyed (N = 965) self-reported high readiness rates (∼80%), important differences
emerged between private and public school teachers. Private school teachers reported more
alignment, enhanced capabilities and increased engagement with ESD/GCED than public school
teachers. GCED themes were taught more frequently than ESD themes for both school systems.
Detailed discussion regarding these results is provided.
(10) Hamwy, N., Bruder, J., Sellami, A., & Romanowski, M.H. (2023). Challenges to teachers
implementing Sustainable Development Goals Frameworks in Qatar. Sustainability, 15(15), 11479.
https://www.mdpi.com/2071-1050/15/15/11479/htm
Teachers play an essential role in teaching sustainable development to students. Consequently,
understanding the challenges that hamper effective instruction is crucial. This study explored the
challenges preparatory and secondary school teachers face in Qatar’s public and private schools
when teaching Education for Sustainable Development (ESD) and Global Citizenship Education
(GCED). The study utilized an adapted version of UNESCO’s global survey to investigate these
challenges and shed light on the obstacles that impede effective instruction in these essential
domains. Teachers’ (N = 981) challenges were assessed according to curricular, cultural, and
environmental challenges associated with teaching sustainability. The study results indicated that
more than half of public and private school teachers faced moderate to significant challenges when
teaching ESD and/or GCED themes. Sustainable Consumption and Production was perceived as
the most challenging teaching theme, with the least curriculum coverage. Results indicated that
private school teachers report more significant challenges in teaching and assessing ESD/GCED
themes than public school teachers across the four sustainability themes. Detailed discussion
regarding these findings is provided. This article contributes to the wider academic conversation
by examining the practical challenges teachers face in Qatar as they implement ESD and GCED.
(11) Ahmad, Z., Ammar, M., Sellami, A., & Al-Thani, N. (2023). Effective pedagogical
approaches used in high school chemistry education: A systematic review and meta-analysis.
Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.2c00739
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
