The aim of this study was to identify the level of cyberbullying through the means of social media among the students of the basic stage in the Directorate of Education of the University District, the sample of the study consisted of 388 students from the seventh and tenth grades. To achieve the objectives of the study, a questionnaire was developed for the cyberbullying, which consisted of 30 items in its final form, and its validity and reliability were verified, the results of the study showed that there was a moderate level of cyber bullying in the sample of the study. There were no differences between the statistical averages according to gender. However, there were differences of statistical significance attributed to the grade and in favor of the tenth grade.

The current study aimed to identify the obstacles of teaching courses during distance learning in light of e-learning quality standards. A survey consisting of 21 items was gathered from 146 faculty staff members during the first semester of the academic year (2021–2022). To achieve the objectives of this study, a questionnaire was used after verifying its psychometric properties. The results of the study revealed a moderate level of obstacles to teaching courses in distance education. Moreover, the study findings showed that the most prominent obstacles that face teaching distance courses are that online-tests are not fair in evaluating students, and the absence of direct communication with students affects negatively their understanding of the educational material. The research recommends that distance teaching should be addressed by providing adequate training for faculty members and using computer software such as presentations and interactive applications to eliminate boredom and increase students' interaction. Keywords: Obstacles, Distance Education, universities, e-learning, quality standards.

This study aimed to disclose the effects of the COVID-19 pandemic on the incubated creative and entrepreneurial projects. The study sample consisted of 61 creative entrepreneurs enrolled in business incubators and centers. Results revealed that the impact of COVID-19 on the incubated creative and entrepreneurship projects was high. In the factor analysis, three factors were extracted that explained the impacts of the COVID-19 on the incubated entrepreneurial projects: "Pandemic impact factor", "Incubator readiness factor", and "Entrepreneur readiness factor". Moreover, the results of the study indicated that the most severe impacts of the pandemic were in the period 17 March 2020 to 17-9-2020.

The purpose of this study is to construct a digital culture test in light of the Item Response Theory and to investigate its psychometric properties. The study sample consisted of six hundred fifty (650) male and female students in the eighth grade from the Directorate of Education and Teaching of Salt District. To obtain the results, the descriptive approach was used. The results showed that the items have acceptable indicators of discrimination and extend on the continuum of difficulty adequately. The validity and reliability of the test were verified by using several methods, including content validity and internal consistency. The study findings showed that most of the test items fit the assumptions of the two-parameter logistic model. The results also displayed statistically significant differences in the arithmetic means of the digital culture test due to gender in favor of female students. Moreover, the outcomes presented statistically significant differences attributed to the education sector variable favoring the private sector. Keywords: Digital Culture Test, IRT, Psychometric Properties, Teaching.

This study aimed to determine the level of students’ test wiseness during remote learning. The study sample included (391) students from Amman Arab University. A scale consisting of (28) items was deployed to the participants after assuring its validity and reliability. The results showed a high level of students’ test wiseness. Moreover, there were no statistically significant differences at ( α = 0.05 ) between the arithmetic means of the total degree of test wiseness attributed to the study variables, while there were statistically significant differences at ( α = 0.05 ) between the means of the dimension “Using of Time” on favor of male students. In addition, the findings elucidated that there were statistically significant differences at ( α = 0.05 ) between the arithmetic means of the dimension “Avoidance of Error” attributed to faculty in favor of the humanities faculties. Finally, the results showed statistically significant differences at ( α = 0.05 ) between the arithmetic means of the dimension “Deductive Thinking” attributed to the academic program in favor of master and bachelor students.