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

Traditionally, teaching math using English as a foreign language creates many challenges because learners may not have yet acquired the skills they need to understand the lesson. The study aimed to identify the challenges faced by teachers of math in English when course instruction shifted to online because of the COVID-19 pandemic. Also, the study presents three essential lessons from this experience from the teachers' perspectives. During the COVID-19 outbreak, all schools abruptly switched to Online Education. Most participants in the study had never done online teaching before the pandemic and were unfamiliar with using technology. The researchers used a mixed methods approach, incorporating the following two ways of gathering data: a questionnaire and face-to-face semi-structured interviews. The questionnaire consisted of two parts: (1) English language challenges and (2) access to technology. The questionnaire was administered to a sample of 50 female teachers, followed by structured interviews. The interview consisted of one question about the most important lessons learned, and the data were analysed using SPSS Statistics. The findings indicated that the English language and a lack of technology constituted obstacles for teachers. According to the participants, they identified three future lessons. The researchers provide recommendations to teachers, students, and governments.