Understanding teachers’ sentiments and views is a central goal of the educational research community; especially, understanding teachers’ beliefs which could be transferred to classroom practices. Teachers’ beliefs about creativity and how they can nurture it has been investigated in several studies, but there is a lack of studies exploring teachers’ beliefs about creativity in the science classroom. The current study aims to understand the beliefs of pre-service science teachers about scientific creativity, fostering creativity in the science classroom, the characteristics of creative students in science, and the encouraging and challenging factors. The research design has an exploratory nature based on a questionnaire consisting of 18 closed-ended questions and eight open-ended questions. 152 questionnaires were quantitatively and qualitatively analyzed. The results indicated that science is seen as a creative school subject. Participants view scientific creativity as original, useful, imaginative, and having empirical actions. Commitment, curiosity, enthusiasm, questioning, and experimenting are the characteristics of creative students in the science classroom. Other factors that encourage or hinder the process of nurturing scientific creativity were also identified. Implementations and suggestions for future study are also discussed.

Digital learning has become one of the constituent elements of higher education in many countries. E-learning platforms provides remarkable opportunities to creatively overcome many problems of traditional learning approaches. Nevertheless, E-learning is not flawless, where there are many educational and technical difficulties of implementing online learning in higher education, especially when higher education stands on applied learning. The current study aims to explore undergraduates’ attitudes towards E-learning in applied colleges. It also seeks to expose the most central educational and technical challenges of e-learning. Moreover, it drives to define the educational and technical requirements for ensuring quality e-learning. the research sample consisted of 1650 undergraduates and 37 interviewees who are drawn from five applied colleges in Kuwait (the College of Basic Education, the College of Technological Studies, the College of Business Studies, the College of Health Science, and the College of Nursing). The research design is based on mixed methods (questionnaire and focus groups).  The findings revealed that students held neutral attitudes towards e-learning, while the educational and technical challenges are high concerns. Educational challenges and requirements highlighted several themes including instructional support, progress valuation, self-study skills, attention span, interactivity, and class size. Meanwhile, the technical challenges include poor internet connectivity, IT support, LMS interface, training courses. Then, the findings are discussed to draw recommendations and implications.

Science educators are often advised to pay attention to trainee teachers’ views on issues related to education, particularly the nature of science (NoS). Views on the NoS can be translated into pedagogical practices and then transferred to students; therefore, teachers should hold informed views about the NoS. This study sought to explore the views of trainee science teachers in Kuwait about the NoS and its aspects or dimensions. It also aimed to identify the possible connections among the NoS dimensions and teachers’ views on creativity in science. This multi-method study involved 152 trainee science teachers. The research instruments consisted of a questionnaire about teachers’ views of the nature of science (VNoS), a questionnaire about teachers’ views of creativity in science education, and semi-structured interviews. The findings revealed that trainee science teachers hold naïve and sometimes perplexing views of the NoS dimensions, and they are more likely to follow a traditional positivist worldview when they discuss the nature of scientific knowledge. Also, the findings revealed trainee teachers’ views of creativity in science education as well as significant correlations among six NoS dimensions and creativity. Detailed findings are discussed to draw conclusions and address possible suggestions for science educators and for the community of science education research.

The current study aims to identify the awareness of teachers of special education programs in the state of Kuwait of differentiated learning or what is known as “pedagogical difference” based on four components. The four components are the foundation of individual differences, planning and preparation, instructional strategies, and learning environment. A questionnaire was developed and distributed in 18 schools that provide special education programs (9 male schools and 9 female schools) in which 158 respondents completed the questionnaire. The study concluded the following results: The teachers have a high level of awareness of differentiated learning and its components. The dimension of learning environment was the highest mean (M =4.39), followed by the dimension of learning strategies (M= 4.37) then the dimension of individual differences (M= 4.22) and the dimension of planning and preparation (M =4.03). Also, statistical differences were emerged according to some demographic variables such as years of experience, academic qualifications, taught course, type of disability. No statistical differences were found based on gender and school level. These findings are discussed according to the previous empirical works and literature review followed by some implications and suggestions.