الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 86
(16) Chen, J., Du, X., Chaaban, Y., Velmurugan, G., Ruan Lyngdorf, N. E., Nørgaard, B.,
Routhe, H. W., Hansen, S., Guerrra, A., & Bertel, L. B. (2023). An exploration of sources fostering
first-year engineering students’ academic well-being in a PBL environment. IEEE,
https://doi.org/10.1109/TE.2023.3273352.
This article contributes to the literature surrounding first-year engineering students’ academic wellbeing by proposing a conceptual framework guiding an understanding of supportive sources that
foster students’ academic well-being. A survey was designed and tested accordingly, and four
factors that contribute to students’ academic well-being were identified to inspire the improvement
of a future course and curriculum design. Background: Prior research has pointed out that students’
academic well-being has a significant impact on their persistence in their current study, learning
experience, academic achievement, and competence development. However, limited studies have
explored first-year engineering students’ academic well-being and supportive factors in the field of
engineering higher education. To support engineering students to become agentic professionals, it
is meaningful to pay close attention to their academic well-being and help them to become
purposeful learners at an early stage of their professional development. Research Question: 1) How
can an instrument be developed and validated to characterize the sources of students’ academic
well-being in a project-based learning approaches (PBL) context? 2) What sources could foster
students’ academic well-being in a PBL context? Are there significant differences in age, gender,
and discipline as a function of sources of academic well-being? Methodology: With the guidance
of the conceptual framework with the domains of internal and external sources, a survey was
designed based on a literature review and conducted in a PBL environment. The survey’s content
validity, construct validity, and reliability were tested using expert review, a pilot study, exploratory
factor analysis (EFA), and Cronbach’s alpha. Findings: Supportive sources fostering students’
academic well-being were reported in the factors of personal values, agentic action, interactions
within the learning environment, and external support. Comparisons between gender, age, and
discipline verified the different impacts of the four factors on fostering academic well-being.
(17) Arar, K., Zohri, A., Alhouti, I., Chaaban, Y., Sawalhi, R., & Salha, S. (2023). A critical
analysis of education policy in turbulent times: A comparative study. Power and Education.
https://doi.org/10.1177/17577438231168965
This study is a qualitative investigation of education policies and decision making during COVID19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon,
Morocco, Palestine, and Qatar. It aims at scrutinizing how these countries responded to the
education disruption caused by the pandemic between February 2020 and July 2021 and how they
managed the resulting turbulence. We also investigate the extent to which these decisions were
equitable and innovative. Data were collected from Ministerial notes, media content, and
international organizations reports about the situation of education in the region. Walt and Gilson’s
(1994) policy analysis triangle and the Cynefin framework (Kurtz & Snowden, 2003) guided the
objectives and the analysis of the data. Findings revealed that these countries muddled through the
education policy at the beginning of the pandemic, centralized decision making, and faced
difficulties to implement online and distance learning. In the second phase, most of these countries
tried to save education, but were halted by structural challenges. Some differences were witnessed
among these countries in how they have dealt with the evolving crisis. However, some similarities
have also been noticed at the levels of context, process and actors. The decisions taken often lacked
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