The COVID-19 pandemic led to surprising and unexpected experiences for Saudi university students. Precautionary and preventive measures taken to contain this pandemic impacted the social and educational aspects of these students’ lives. All Umm Al-Qura University (UQU) students were invited to participate in an online survey on 30 impacts, both positive and negative, of the COVID-19 pandemic on their lives. Social impact theory (SIT) was applied to illustrate these impacts. The survey yielded 1,360 responses. The results showed high to moderate levels of agreement regarding students’ perceptions of the positive and negative impact of the COVID-19 pandemic on their lives, with social aspects impacted more than educational ones; and no statistically significant gender differences. Weak correlations were found between the social aspects and the educational aspects of students’ lives in relation to the impact of the pandemic, although all aspects were correlated positively. The SIT framework provided insights into how the COVID-19 pandemic impacted students’ lives.

Globally, the COVID-19 pandemic is triggering a public health emergency and crisis on a large scale, with far-reaching effects and severe damage to all aspects of politics, economy, cultural and social life, and health. Consecutive outbreaks over the past nearly 2 years of “living with COVID-19” have forced most schools to physically close, resulting in the largest educational disruption in human history. In turbulent times of the COVID-19 crisis, school leaders are facing numerous major challenges germane to school governance and leadership. The key objective of the study is to fully explore the prospective challenges principals are encountering in public schools in times of COVID-19. To fulfill the research purpose, a systematic literature review (SLR) was carried out to investigate the leadership challenges. As a result, a total of 24 challenges were explored through SLR approach. Frequency analysis approach was initially applied to figure out the most significant challenges. Accordingly, seven challenges were found statistically significant as showing frequency ≥ 50 each. Irrevocably, the study works as a contribution to K-12 school leadership by providing guidance for current and future leaders in crisis based on practical investigation, experiences, and recommendations. Policy makers can leverage these findings to make necessary adjustments to school policy to better prepare school leaders for crisis. Additionally, the findings of the current study are believed to have profound implications for future research. These findings expand our current understanding on school leadership in time of crisis that needs further investigation. Subsequent studies can quantitatively and/or qualitatively validate these leadership challenges findings regarding a particular school context.

Social networking sites and apps (SNSAs) are being used more frequently across the world and yet the nature of this online environment and associated interactions are not fully understood. With no restrictions for SNSAs use related to specific geographical regions, language, age, gender, educational level, or any other factors, it is important to find a concept to describe and explain the components of this online environment and their relationships. This paper describes the environment of SNSAs use by Saudi postgraduate students from the perspective of secondgeneration activity theory (AT). The findings supported the theoretical framework of AT as a useful lens in understanding SNSAs use from the perspective of students, particularly in a cultural environment where physical communication has restrictions based on gender. A similar AT model can be drawn for the use of SNSAs, taking the perspective of different groups of academic users. The flexibility of the AT model appears at the level of SNSAs as technical and physical tools, and at the level of users' community, which was managed by the explicit and implicit rules relating to communication. This feature reveals the way in which this extended framework can be used to indicate pertinent features of SNSAs.

Principal leadership is the main variable that determines a school’s progress. Schools develop optimally when they are led by a principal who has a good leadership capacity. Related to technology development, the leadership of principals today is also changing, and principals are required to have a good e-leadership capacity. This study aims to examine the effect of principals’ e-leadership on the effectiveness of schools’ public relations and school improvement. The sample of this research was taken randomly, comprising 200 principals in Indonesia. A questionnaire was used for data collection, filled out by all participants. In addition, descriptive statistics and structural equation modeling were used for data analysis. The study results showed that there is a direct influence of principals’ e-leadership on the effectiveness of schools’ public relations. A principal’s e-leadership affects their school’s improvement, both directly and indirectly, and the effectiveness of a school’s public relations has a direct effect on school improvement. Looking at the dimensions, several dominant factors provide support for the constructs of the three variables that were studied. The research findings are discussed in depth in terms of theory and the results of previous studies.

IntroductionReading is an attempt to comprehend the writer’s message for personal growth and success in the relevant fields. Thus, psychologists consider it a multifaceted cognitive process of constructing meanings from texts. The present study was conducted to determine the relationships among students’ reading habits, study skills, and academic achievement in English at the secondary level in Punjab, Pakistan.MethodsThe (n = 1614) students enrolled in the science section for the academic year 2019–2020 participated in this descriptive correlational survey, selected from 40 high schools in Lahore, Punjab, Pakistan, through a non-proportionate stratified random sampling technique. The Reading Habits Questionnaire (RHQ) and the Study Skills Scale (SSS) were used to collect data about students’ reading habits and study skills. At the same time, academic achievement was the students’ grades obtained in the ninth class in the subject of English that were determined by the Board of Intermediate and Secondary Education (BISE) Lahore in 2019. Students’ responses were analyzed through descriptive and inferential statistics.ResultsThe results indicated that students have competent reading habits and study skills. The correlational findings showed a strong positive relationship among reading habits, study skills, and academic achievement in English, while moderate positive relationships between reading habits and academic achievement in English. However, regression analysis results were significant, while reading habits and study skills moderately predicted academic achievement.DiscussionIt is implicated that teachers should plan such assignments and tasks based on reflective thinking by considering the role of study skills in academic achievement. Moreover, teachers and school administrators could mutually create timetables for library lessons to build reading habits and study skills among learners.