The aim of this study was to identify training needs of university faculty members, in order to achieve the desired quality in the light of technological innovations. A list of training needs of faculty members was developed in terms of technological innovations in general, developing skills of faculty members in the use of technological innovations and promoting university faculty members in quality assurance skills. The study followed the descriptive-analytic design in presenting the literature. The data collection was based on a questionnaire developed to assess university faculty members' needs in four areas, these are: teaching, scientific research, community service and promoting quality assurance procedures. The participants were 135 university faculty members chosen from different Saudi universities. Results were statistically analyzed using SPSS. The results revealed the need for university faculty to be trained in the light of technological innovations. The study recommends a program for training faculty members, to use technological innovations, meet their scientific research needs, university teaching, and community service and meet course requirements in terms of quality standards and performance indicators.

Due to the effects of the COVID-19 crisis on educational institutions, schools had to close and switch to online education. Training in-service teachers to incorporate and utilize technology as part of Internet-based instructions was a challenge and pressing necessity. TPACK is an essential framework for comprehending how teachers employ technology in teaching. Despite the significance of adaptive learning environments in recent years, research has not addressed how to use these environments to improve the TPACK of in-service teachers, particularly during crises. Consequently, our objective was to design an adaptive learning environment that provides in-service math, science, and English teachers with substantial and continuing support for each TPACK component. A total of 173 in-service teachers were divided into two groups: an experimental group of 83 who used adaptive learning and a control group of 90 who used Zoom techniques. TPACK questionnaires were administered before and after the experiment. The experimental group improved TPACK more than the control group. All teachers believed that adaptive learning training helped them to build technology-integrated lesson plans. This study provides ideas and practices for developing an adaptive learning environment for the in-service teachers' TPACK development. The challenges to adaptive learning environments have been highlighted, identifying the potential for future investigations.

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The current study aims to determine the effect of teaching a mechanic neuro-computerized course through virtual learning environments (VLE) to develop computational thinking among mathematics pre-service teachers. The neuro-computerized virtual learning environments (NCVLE) model was designed to be used to teach the mechanics course to third-year students of the mathematics department. To achieve the targeted learning outcomes, the study recruited (102) third-year students of the Faculty of Education and classified them into a control group of (50) students and an experimental group of (52) students. The experiment lasted for 14 weeks during one semester of the 2021-2022 academic year. The results agreed with most of what has been found from relevant literature and studies. Also, the results indicated that the NCVLE model played a vital role in the purposeful teaching, learning, and assessment processes and enhanced the learning of computational thinking.

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