Innovation capabilities and human development competitiveness in education sector: Evidence from UAE

Dulaimi, Ashraf M. Zedan Al; Marzooqi, Sultan Mohamed Al; Lubis, Asmuliadi; Siren, Norrodzoh Binti Hj; Kassim, Sayyid Buhar Musal

doi:10.3389/fpsyg.2022.933432

Cited by 4 publications

(2 citation statements)

References 38 publications

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“…The United Arab Emirates (UAE) government has invested heavily in becoming a global HE hub, attracting foreign students through international branch campuses and programs (Karabchuk et al, 2021). The COVID-19 pandemic impacted HE in the UAE as institutions adapted to online learning (Mukasa et al, 2021), compelling HE institutions in the UAE to switch to online learning to protect students' safety while continuing the broader transition to entirely online learning (Al Dulaimi et al, 2022). This impacted the academic experience of learners and teachers and the provision of educational continuity and quality (Omar et al, 2021).…”

Section: Higher Education In the United Arab Emiratesmentioning

confidence: 99%

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

Qiqieh,

Dukmak

2024

Front. Educ.

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Online education has gained widespread adoption in recent years due to several factors, including the COVID-19 pandemic, which has accelerated the growth of online education, with universities transitioning to online platforms to continue their activities. However, this transition has also impacted the preparation of pre-service teachers, who receive training to become licensed or certified teachers. This study investigates the influence of online education on the academic experiences of 130 pre-service teachers attending the Postgraduate Diploma Program at Al Ain University in the UAE. It also explores the relationships between pre-service teachers’ demographics and five academic experiences. A quantitative questionnaire consisting of five newly-developed scales was used for data collection. Pre-service teachers’ demographics were found not to impact effective teaching and learning, skill development, or satisfaction. Age and employment status were found not to influence pre-service teachers’ views of faculty online assessment and feedback or course organization and management. However, online course organization and management and faculty online assessment and feedback were significantly correlated with marital status as engagement and motivation with employment status was, but not with age or marital status. Effective teaching and learning, faculty assessment, and feedback positively impacted pre-service teachers’ engagement and motivation, while effective teaching and learning and course organization correlated with pre-service teachers’ skill development and satisfaction. Research on online education and pre-service teachers’ experiences post-pandemic is limited. Thus, future studies should explore this relationship to understand better pre-service teachers’ online learning experiences, involvement, and success.

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Section: Higher Education In the United Arab Emiratesmentioning

confidence: 99%

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

Qiqieh,

Dukmak

2024

Front. Educ.

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“…The results obtained through the case study demonstrated favorable outcomes, including the creation of new knowledge, the sharing of information among colleagues, the development of inventive solutions, and the utilization of technological assets. Lastly, Al Dulaimi et al (2022) reviewed innovation capabilities and human development competitiveness in education in the context of the United Arab Emirates, focusing on human capital theory as the basis for investigation for deriving the key variables through a qualitative survey.…”

Section: Background Of the Studymentioning

confidence: 99%

A Five-Year Bibliometric Analysis of Education 4.0 and Direction for Education 5.0 Future Research

Zainal Abidin,

Mat Jan,

Othman

et al. 2023

IJLTER

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Education 4.0 is a conceptual education framework for current generations. The evolution of education has continued to evolve, which in turn creates a research niche for innovation development in higher education institutions. This study aimed to analyse articles on Education 4.0 research from 2018 to 2022 using the Scopus database as well as identifying current trends in the field of education. This research examined trends in publication and citation performance, journal-related performances, most frequently cited articles, top affiliated countries, and emerging research trends. A bibliometric study was employed in achieving the objectives of the study, guided by five research questions. The study began by extracting metadata and analysing keyword co-occurrence using VOSviewer software and Microsoft Excel. Results showed that Malaysia, Mexico, and Indonesia are three of the top countries to which authors who publish about Education 4.0 research are affiliated. It was also found that there were five emerging research trends related to Education 4.0, namely (a) Education 4.0 on various educational mechanisms, features, and applications; (b) the effect of COVID-19 on the engineering education learning system and the role of Education 4.0; (c) Education 4.0 by means of modern information technologies; (d) developing a framework for innovation in Education 4.0, and (e) technology and digital transformation in Education 4.0. Two suggestions are also made for the direction of future study. Lastly, the implication of this bibliometric study on Education 4.0 informs and shapes the direction of the upcoming Education 5.0 research.

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How to Develop Human Capital Through Organizational Justice, Organizational Citizenship Behavior, and Organizational Commitment

Das,

Mohanty

2024

Folia Oeconomica Stetinensia

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Research background Higher education faculty members who perceive fairness and equity can demonstrate citizenship behavior and they can develop feelings of belongingness and cohesiveness which will assist them to build intellectual assets and appreciate human capital. This study enhances the professional well-being of faculty members by enhancing their human capital, with a specific focus on the importance of their skills, knowledge, and abilities. Purpose The study aimed to assess the degree to which organizational commitment (OC) serves as a mediator in the relationship between organizational justice (OJ) and organizational citizenship behavior (OCB). Research methodology The data analysis was conducted using path analysis, and the data processing was carried out using Smart PLS 3.0. This study employed quantitative methods and involved a sample of 470 faculty members from higher educational institutions (HEIs) in India, selected using a purposive sampling technique. Results The research results suggest that there exists a favorable correlation between OJ, OCB, and OC. Novelty The novelty of this research lies in its ambitious pursuit of creating an extensive knowledge repository, fostering a culture of research-oriented learning, and providing invaluable insights that will empower the future generation to propel the academic sector forward.

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Innovation capabilities and human development competitiveness in education sector: Evidence from UAE

Cited by 4 publications

References 38 publications

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates

A Five-Year Bibliometric Analysis of Education 4.0 and Direction for Education 5.0 Future Research

How to Develop Human Capital Through Organizational Justice, Organizational Citizenship Behavior, and Organizational Commitment

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