This study aimed to identify the effect of using adaptive AI-enabled e-learning on developing digital content creative design skills among postgraduate students. The research tools included an achievement test and an observation checklist for rating the practical performance. Research results concluded that, regardless of learning styles, the proposed adaptive e-learning environment had a positive effect on developing both cognitive achievement and practical performance of digital content creative design skills. The results also indicated that there is a significant difference at the 0.01 level between the mean scores of the first experimental group’s students using the global learning style-based adaptive e-learning environment and the second experimental group’s students using the sequential learning style-based adaptive AI-enabled e-learning environment in the achievement test and observation checklist after measurement of digital content creative design skills in favor of the second experimental group’s students. The study provided a number of suggestions and recommendations for making the utmost use of various design layouts of adaptive AI-enabled e-learning environments in developing different cognitive and performance aspects of learning as well as taking full advantage of digital content creative design skills mastery in producing a plethora of advanced electronic educational applications in the foreseeable future.

This study developed an artificial intelligence- (AI-) enabled mobile application for smart services and measured the impact of its use on the quality of automatic services among Umm Al-Qura University students. The research instruments used measured the quality of automatic services. The results of the research indicated that the application has a number of advantages, including encouraging students to actively participate in the learning process and contribute to effective communication between faculty members and students, in addition to providing multiple methods of communication between students. The results also indicated that there were no statistically significant differences at the level of 0.05; this indicates that the faculty type variable did not affect the level of satisfaction of Umm Al-Qura University students with the application, and that gender did not affect the level of satisfaction with the mobile application.

Changes due to technological development in the workplace are putting pressure on academia to keep pace with the changing nature of work. Due to the growing need for cybersecurity professionals, universities improve their cybersecurity programs to develop qualified cybersecurity competencies. The purpose of this study is to validate the cybersecurity knowledge, skills, and abilities (KSAs) competencies of cybersecurity degree programs using a fuzzy linguistic group decision-making method. This study shows that cybersecurity knowledge is essential, along with technical skills and human abilities for cybersecurity professionals.