Cyberbullying has become prevalent in schools with the increased spread and usage of technology. The purpose of this study was to examine the degree to which teachers in Lebanon were aware of the concept of cyber bullying; as well as to investigate their beliefs of the best interventional preventional strategies to combat this phenomenon. The study surveyed 149 public school teachers from the different governorates in Lebanon. A survey consisting of 40 items was developed to address teachers' perception of cyberbullying, around 4 areas: 1) the impact of cyberbullying on students, 2) the necessary interventional strategies for cyberbullying inside the school, 3) the suitable interventional strategies for cyberbullying outside the school, and 4) the possible preventional strategies for a cyberbullying program. Data were analyzed using SPSS 21.0 for windows. Results indicated that school teachers recognized the gross negative impacts of cyberbullying on students. While teachers suggested anit-cyberbullying interventional strategies inside the school, they were less hesitant to suggest strategies to confront cyberbullying when students were away from school. They were also indeterminate concerning preventional strategies of this phenomenon. Teachers' perceptions highlight the importance of their active role and the importance of building students character as two major keys for counteracting cyberbullying and designing an efficient anti-cyberbullying program.

This study explored the Lebanese teachers' perceptions regarding their knowledge, practice and self-efficacy pertaining to digital citizenship. Data were collected from 378 teacher participants from public schools in Beirut, Lebanon. The study used mixed methods employing an adapted form of Rible's (2015) survey on digital citizenship, alongside a structured focus group interview with 8 teachers drawn randomly from the pool of participant schools. Findings suggest that Lebanese teachers have dispersed and unbalanced perceptions of the concept of digital citizenship, limited practice, and recessive self-efficacy. The study recommends that successful endeavours towards establishing efficient digital citizenship should start with the reconstruction of teachers' knowledge and level of awareness pertaining to digital citizenship.

This study investigated the offerings of Lebanese public schools against requirements of 21 st century skills through the lenses of teachers. A survey that captures the features of the 21 st century schools was adapted from Hixson, Ravitz & Whisman (2012) and was administered to 667 middle and secondary schoolteachers in 68 public schools in Beirut and Mount Lebanon. The survey addressed 8 teaching practices that are recognized in the literature as the basic 21 st century skills: critical thinking skills, collaboration skills, communication skills, creativity and innovation skills, self-direction skills, global connections skills, local connections skills, and technology skills. Data were analyzed using SPSS 21.0 for windows. Results indicated that a huge gap existed between how schools function as opposed to how they are supposed to do so, in light of the 21 st century demands. Lebanese public schools have not yet moved to the 21 st century and are quite far from doing so. Recommendations for policy and practice are provided.

This study explored the perception of Lebanese public school leaders pertaining to character education, and their expected role within its development and effective implementation. The sample included 153 randomly selected public school principals from all the Lebanese districts (Mouhafazat). The purpose is to provide a general overview of their understanding, expectations, their knowledge of character education prescribed in the Lebanese curriculum goals, and their opinion as to the principal's role in addressing character development. The study was quantitative in nature and utilized a survey instrument that consisted of 39 items classified into 12 domains of character. The first domain targeted the knowledge of school principals pertaining to the character development goals within the Lebanese curriculum, besides their perception of school's educational mission. The other eleven domains were developed based on "The Eleven Principles of Effective Character Education" constructed by the character education partnership organization (CEP, 2014). SPSS 18.0 for windows was employed to calculate the mean and the standard deviation of responses in order to determine the perceptions of the Lebanese public school leaders related to character education. Findings suggested that Lebanese public school principals were generally not fully aware of the character goals outlined in the Lebanese curriculum and the school's educational mission concerning building students' character. Their perception on effective character education unmatched a wide scope of the eleven principles of character education. The study recommends a reform of character education in the Lebanese public schools involving the school principals as leaders of change.

The purpose of this study was to investigate the lived experiences of parents who providing support for their children during virtual learning to better understand whether virtual learning was potentially exacerbating or soothing access of children of various socio-economic statuses to education.  For this purpose, an online survey was passed into all e-channels of parents of children enrolled in primary schools accessible by the researchers. A total of 87 respondents constituted the research sample. Quantitative data was analyzed using SPSS 21.0 for windows, while qualitative data was analyzed using thematic analysis. Post to this, 3 e-focus group interviews were held with a total of 18 parents who volunteered to participate to better understand their view points. Findings show that parents are highly frustrated in relation to virtual schooling offered to their children. The underlying reasons for such exasperation have been attributed to the time that it requires them to put into their children learning; the money they needed to spend on technology; the lack of proficiency they suffered from using digital technologies; the preparedness of their children’s teachers in terms of using technologies; the competency of their children using digital technologies; and the internet connectivity in the country.  It can be therefore concluded that student access to education in light of Covid-19 is getting more linked to higher levels of socio-economic statuses thus advancing education inequality even more.