Education is important for the advancement of peoples and countries, so it is necessary to take care of the learners by providing them with the skills and experience to face problems systematically based on sound thinking, by following appropriate teaching strategies. Therefore, this study aimed to use the school wide optimum mode (SWOM) strategy to reveal its effect on meta-cognitive thinking, and the effect of its employment in developing the mathematical thinking skills of gifted tenth-grade students. The analytical descriptive approach and the experimental approach were used. 84 gifted male and female students from the tenth grade were randomly selected. The data were analyzed using SPSS and evaluated according to the Rasch model. The study results showed that there were statistically significant differences between the average level of metacognitive thinking among gifted students who learned using SWOM strategy, and the average level of metacognitive thinking among students who learned traditionally, in favor of the students who learned using SWOM strategy. The results of the study also showed that there were statistically significant differences between the average scores of gifted students who learned using SWOM strategy, and the average scores of gifted students who learned traditionally in a mathematical thinking skills test, in favor of the students who learned using SWOM strategy.

Universities can make significant gains in two very important areas: food security and environmental sustainability. However, the results will not come by themselves, as policies and educational and learning activities can contribute to these gains. The current study aimed to explore the role of universities in enhancing the sustainability of food security, which is necessary to lay the scientific foundations for the universities’ approaches in the service of development. The current study was based on the opinions of 272 faculty members from Saudi public universities. The data were collected using a developed questionnaire and analyzed using descriptive statistics. The results of the study showed that the level of a university’s role was high in promoting the sustainability of food security in the fields of education and learning and policies and regulations. It also showed that there were no differences in the study sample’s estimations of this role according to gender. In addition, there were differences in the levels of the role of universities in achieving sustainable food security between faculties, with the humanities in favor of this role. The authors of this study recommend that universities adopt an educational policy that includes specific measures that support the sustainability of food security and are linked to the state’s general plans in this field, as well as being reflected in the courses and activities they provide to students.