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Purpose: The current study aimed at exploring education leaders' perceptions of online learning in four universities in the United Arab Emirates' (UAE) during the COVID-19 pandemic crisis. The study explored two dimensions of educational institutions’ experiences during the pandemic: the effectiveness and educational impact of online learning. Design/Methodology/Approach: To achieve the aim of the study, a 34-items survey was developed. The validity and reliability of the survey were ensured. A total of 113 education leaders across five UAE universities were surveyed in order to know their views on the effectiveness of online teaching during COVID-19 lockdowns. Findings: The results of the study showed that despite the pressure, stress and uncertainty that accompanied the shift to online education as a result of the spread of coronavirus.   University education leaders highly appreciated online teaching in both domains of the survey. However, the more experienced education leaders expressed positive views on the effectiveness of online learning during the COVID-19 pandemic. At the same time, there were no significant differences in perceptions among education leaders based on gender, academic rank or position. Conclusion: The current study explored education leaders’ views on online learning. Apparently, addressing differences among education leaders can help in providing more effective and sound learning experiences. Practical implications: The results of the study highlighted the crucial role of education leaders especially during times of crises and massive disruptions and the need to take into account the differences between their views. Therefore, the study suggests dealing with education leaders' differences carefully in order to deliver effective online learning. Contribution to literature: The study provides a different perspective on online learning as it captures education leaders' perspectives on online learning during the COVID-19 pandemic.

This study aims at revealing the role of cultural and artistic institutions in promoting the values of tolerance and coexistence in the United Arab Emirates (UAE). In this research, the researchers followed the analytical descriptive method and used the questionnaire for data collection. The study sample consisted of 80 randomly chosen employees of the cultural and artistic institutions in the UAE. Results show there are no statistically significant differences (α = 0.05) due to the effect of personal variables (gender, qualification, experience, type of work, nationality). The targeted institutions did not play their role appropriately in promoting the culture of dialogue and values of tolerance and promotion of human rights. It is recommended that there should be public relations programme aimed at developing a culture of tolerance and dialogue, allowing everyone to express their opinions and beliefs freely without hesitation or fear, and this is the case of those who are dealing with humanitarian affairs and democratic activities.

The Coronavirus outbreak disrupted the global economy and human social activities, including schooling. Because of the worldwide school closure, face-to-face lessons have been stopped. Students desire to participate in real-time online learning was not well understood when the Coronavirus outbreak occurred. Despite this, there has been a progressive return to face-to-face education accompanied by online learning after more than two years of the COVID-19 pandemic. This international survey assessed students' readiness for live online learning using technology rather than the more traditional online/internet self-efficacy scale. This study is needed because of the COVID-19 outbreak (dependent variable). Three hypotheses were substantiated with the partial least square method to develop a structural equation model containing all four variables. Students' grades were shown to be directly influenced by factors such as temperature, lighting, and noise. Three distinct elements influence university students' long-term viability (human resources). Males and females were found to have no statistically significant differences. We contend that during the Coronavirus pandemic, the gender disparity in learning was minimized because students were pushed to take greater responsibility for their education. Educators utilizing live online learning, particularly those educating students at various educational levels, can benefit greatly from this research. Students pursuing lower-level degrees should be encouraged to engage in more virtual activities and student-to-student relationships.

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