This study aimed to identify the effect of a STEAM-based learning approach in teaching the educational robot's subject on academic achievement and creative thinking among eighth-grade students in Jordan. A purposive sample was selected and divided into two groups. An experimental group (n=30) implements a STEAM-based learning approach, whereas the control group (n=32) studied in a traditional method. A pre- posttest was administered, and the data were analyzed using statistical methods to validate the study results, such as "t" tests and a one-way ANOVA test. The results showed statistically significant differences between the experimental and control groups in academic achievement and creative thinking. In conclusion, the STEAM-based learning approach significantly improved the students' academic achievement and creative thinking skills.   Received: 13 October 2021 / Accepted: 2 December 2021 / Published: 3 January 2022

This study aimed at detecting obstacles to the employment of modern technologies in Jordanian universities from the perspective of faculty members " Al-Balqa' Applied University (BAU) as a model"، through a survey the point of view of a sample of the faculty at the University of Balqa in the provinces of North of Jordan which contained 132 faculty members. The results showed that the degree of obstacles were intermediate to all fields and paragraphs. The results also showed a lack of statistically significant differences on the areas of the tool due to gender, experience and professional rank. The study was concluded with a set of recommendations.

This study aimed to investigate teachers’ level of satisfaction with Collins's in Amman Education Directorate. The study sample consisted of (450) teachers from the first and second Amman Education Directorate. A questionnaire of the teachers' degree of satisfaction with Collins curriculum was used to collect data. The results showed that the level of teachers' satisfaction in the primary schools of Amman Directorate of Education with Collins curriculum was average. They also showed that there were statistically significant differences at the level of significance (α ≤0.05) in the scale of "teachers' satisfaction with Collins curriculum" according to the teachers' experience variable in favor of the experience category from 5-10 years. In contrast, there were no differences in the teachers' satisfaction scale with Collins curriculum according to the gender variable.   Received: 20 May 2021 / Accepted: 13 October 2021 / Published: 5 November 2021