Journal of Educational Sciences – Qatar University

Back Matter

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Editorial Committee

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Editorial Board

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Editorial Foreword

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Editorial Foreword

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Table of Content

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Table of Content

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The Impact of Inclusive Education on Teachers’ Attitudes Towards Intellectual Disability

2026-09-30T18:37:56+03:00

Individuals with intellectual disabilities face the most negative attitudes compared to other disability categories. By ‘attitudes,’ we refer to the set of beliefs, emotions, and behavioural responses that individuals hold toward this group. To improve these attitudes, UNESCO recommends the adoption of inclusive education. To examine the effectiveness of this recommendation in the Moroccan context, the present study explores the capacity of inclusive education to improve teachers’ attitudes toward intellectual disability. The study employed a comparative descriptive methodology and involved a sample of (517) primary school teachers from the Chichaoua Directorate (Marrakech-Safi region), divided into two groups: those participating in inclusive education and those not participating (newly appointed teachers). Teachers’ attitudes were measured using the abbreviated Arabic version of the Attitudes Toward Intellectual Disability Questionnaire developed by Jelleli et al. (2022). The questionnaire consists of five dimensions: knowledge of abilities and rights, knowledge of causes, discomfort, kindness, and interaction. The statistical analysis revealed that non-participating teachers held positive attitudes toward intellectual disability. No statistically significant differences were found between the two groups across most dimensions, except for higher levels of discomfort among participating teachers. Furthermore, no statistically significant relationship was found between the number of years of participation in inclusive education and improvement in attitudes toward intellectual disability. The study concluded that participation in inclusive education was not associated with improved teachers’ attitudes toward intellectual disability but was associated with a higher level of discomfort. This finding calls for a reconsideration of the conditions under which inclusive education is implemented, particularly the provision of adequate resources and the encouragement of extracurricular activities that promote positive interaction between teachers and students with intellectual disabilities.

Mothers’ Perceptions of Early Language Intervention for Children with Intellectual Disabilities–A Qualitative Study

2026-09-30T18:37:43+03:00

The present study aimed to explore mothers’ perceptions of early language intervention for children with intellectual disabilities and to identify the challenges that hindered its provision. To achieve this aim, the researchers employed a qualitative (interpretive) approach. The sample consisted of ten mothers of children with intellectual disabilities whose children were enrolled in day-care centers in Wadi Al-Dawasir Governorate. Semi-structured individual interviews were conducted with the participants to collect data. To generate the findings, the data were analyzed using thematic analysis, which followed six steps as outlined by Braun and Clarke (2012). The results revealed that mothers had a clear perception of the importance of early language intervention; however, the challenges they faced were multidimensional, which delayed the provision of early language intervention to their children. Among the most prominent challenges identified by the participants were the delayed detection of their children’s disabilities and their limited understanding of the nature of intellectual disability, which was reflected in children’s limited responsiveness and the difficulty of dealing with them. The COVID-19 pandemic also contributed to delays in accessing early language intervention services. Furthermore, the participants reported that the absence of day-care centers and early language intervention programs in the governorate before their children reached the age of six constituted an environmental challenge, in addition to various familial challenges they encountered. In light of these findings, the researchers proposed several recommendations and suggestions for future studies.

The Impact of Transformational Leadership Practices of Public Secondary School Principals on Teachers’ Emotional Intelligence

2026-09-30T18:37:30+03:00

This study sought to highlight the fundamental importance of developing transformational leadership practices in Palestinian public secondary schools as an entry point for enhancing school principals’ effectiveness and supporting teachers’ emotional well-being, particularly within the challenging political and economic contexts in which Palestinian schools operate. Such efforts may contribute to building a more positive and effective educational environment. The study aimed to examine the impact of transformational leadership practices, with their four dimensions (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration), among public secondary school principals in the Ramallah and Al-Bireh Governorate on teachers’ emotional intelligence, across its dimensions (perceiving emotions, understanding emotions, using emotions to facilitate thinking, and managing emotions). The study adopted a quantitative approach and was conducted on a sample of (352) male and female teachers out of a total population of (1,653) working in (78) schools, selected using an available random sampling method. The results indicated that the level of transformational leadership practices among principals was moderate, and the level of teachers’ emotional intelligence was also moderate. The findings revealed a strong and statistically significant positive correlation between transformational leadership and emotional intelligence, with intellectual stimulation and idealized influence emerging as the most strongly associated dimensions. Regression analysis further demonstrated a statistically significant positive effect of transformational leadership practices on emotional intelligence, with intellectual stimulation and individualized consideration showing the strongest predictive power. The study recommends that the Palestinian Ministry of Education adopt a systematic investment in school leadership development programs that emphasize transformational leadership practices and the development of emotional intelligence, thereby enabling principals to lead their schools effectively and foster supportive school work environments for teachers.

Responsible Leadership in Secondary Schools: Measurement Model and Evidence of Practice in the Saudi Context

2026-09-30T18:37:17+03:00

This study aimed to investigate the structural validity of a multidimensional model for measuring responsible leadership within the context of secondary schools in Taif Governorate, Saudi Arabia. The study also examined the extent to which school principals demonstrate responsible leadership behaviors as perceived by teachers. A cross-sectional quantitative design was employed, using a culturally adapted version of the Responsible Leadership Scale developed by Agarwal and Bhal (2020). Data were collected from a sample of (389) secondary school teachers drawn from Taif Governorate. The results of exploratory and confirmatory factor analyses confirmed the structural validity and goodness-of-fit of the model to the observed data. Additionally, school principals were found to exhibit a generally high level of responsible leadership, with the “moral manager” dimension rated highest, while the other three dimensions received comparatively lower, but still high, ratings. The study concludes by discussing the key limitations and plausible implications of the results for theory and practice.

The Effectiveness of The Edu CoSpaces Platform to Develop Knowledge, Attitudes, and Environmental Aesthetic Sense Among Grade Sixth Female Students in The Sultanate of Oman

2026-09-30T18:46:52+03:00

The present study aimed to investigate the effectiveness of the (Edu CoSpaces) platform in developing environmental knowledge, attitudes, and environmental aesthetic sense among sixth-grade female students in the Sultanate of Oman. To achieve this objective, the study adopted a quasi-experimental design, with each group consisting of 32 students. The first researcher prepared three instructional materials and three research instruments. The materials included the (Edu CoSpaces) platform, the instructional unit, and a teacher’s guide for teaching using the platform. The instruments comprised an environmental knowledge test, an environmental attitudes scale, and an environmental aesthetic sense scale. The results revealed the effectiveness of the (Edu CoSpaces) platform in developing environmental knowledge and attitudes. The effect size of the platform was (0.19) for environmental knowledge and (0.14) for environmental attitudes. The findings also indicated no statistically significant differences between the mean scores of the two study groups on the environmental aesthetic sense scale. Accordingly, the first researcher recommended incorporating clear shapes, diagrams, and high-resolution images of natural phenomena to be learned within social studies curricula and giving careful attention to visual design in terms of dimensions, colors, and details, in ways that help students develop environmental aesthetic skills. The study also recommended encouraging teachers to use the (Edu CoSpaces) platform and to benefit from the teacher’s guide provided in the current study to ensure systematic and organized implementation. Furthermore, the researcher suggested conducting further studies to examine the effectiveness of augmented virtual reality (Edu CoSpaces) in developing green economy skills, as well as studies aimed at developing diverse approaches to enhancing environmental aesthetic skills.

The Implementation of Generative Artificial Intelligence Applications by ICT Teachers in Kuwait Perspectives of Educational Supervisors

2026-09-30T18:46:38+03:00

This study aimed to examine the actual extent to which Generative AI applications are being implemented by Information and Communication Technology (ICT) teachers in Kuwait, from the perspectives of educational supervisors. The study adopted a descriptive research design and employed a questionnaire comprising three key dimensions: degree of implementation, challenges, and satisfaction. The instrument was administered to a stratified cluster sample of (82) educational supervisors, representing different schools and educational regions across Kuwait. The findings indicated a moderate level of AI implementation, primarily focused on interactive elements such as student engagement and digital content creation, with limited application to differentiated instruction or higher-order thinking skills development. High levels of challenges were reported, particularly regarding insufficient training, weak institutional support, and ethical and technical concerns. Supervisors’ satisfaction was also moderate, reflecting an initial awareness of AI’s potential without its full pedagogical integration. The study recommends designing specialised professional development programs for ICT teachers, strengthening systemic support, and formulating policy incentives that ensure the effective, ethical, and sustainable integration of generative AI technologies in Kuwait’s educational system.

Mature and Immature Psychological Defense Mechanisms and their Relationship to Academic Achievement among University Students in Tulkarm Governorate, Palestine

2026-09-30T18:46:25+03:00

This study aimed to identify the level of use of mature and immature psychological defense mechanisms among university students in Tulkarm Governorate, Palestine. To achieve this aim, the researcher administered the Defense Style Scale (DSS) to a sample of 423 male and female students enrolled at Al-Quds Open University (Tulkarm Branch), An-Najah National University (Faculty of Agriculture and Veterinary Medicine), and Palestine Technical University – Kadoorie. The results indicated that the level of use of both mature and immature defense mechanisms, as well as the overall score, was moderate. The five most frequently used mature defense mechanisms, in descending order, were sublimation, compensation, rationalization, assertiveness, and suppression. In contrast, the five least used mature mechanisms were humor, altruism, acceptance of others, idealization, and social affect. Regarding immature defense mechanisms, the most frequently used were denial, reaction formation, acting out, justification, and fantasy, whereas the least used were aggression, dissociation, passivity, rejection, and borderline traits. The findings revealed no statistically significant differences between males and females in the use of mature defense mechanisms. However, statistically significant differences were found in immature defense mechanisms in favor of females. The results also demonstrated a statistically significant positive correlation between the use of mature defense mechanisms and academic achievement, and a statistically significant negative correlation between the use of immature defense mechanisms and academic achievement. Specifically, significant negative correlations were found between academic achievement and projection, displacement, justification, denial, reaction formation, and acting out, as well as fantasy, repression, inferiority, fragmentation, and aggression. In contrast, no significant relationship was found between academic achievement and passivity, withdrawal, rejection, or borderline traits.

Academic Passion and its Relationship with Psychological Resilience among Students at Yarmouk University

2026-09-30T18:46:06+03:00

The present study aimed to identify the level of academic passion and psychological resilience among students at Yarmouk University, and to examine the nature of the relationship between academic passion and psychological resilience according to the variable of gender. The study was conducted on a sample of (600) male and female undergraduate students selected through convenience sampling. The study adopted the descriptive correlational approach. The researcher used the Academic Passion Scale (Arabic-adapted version) and the Psychological Resilience Scale developed by AL-Khawaldeh (2022). The results indicated that the level of academic passion, with its two dimensions, was moderate, whereas the overall level of psychological resilience was high. All dimensions of psychological resilience were also found to be high. The findings further revealed a statistically significant difference in harmonious passion in favor of males. However, no statistically significant differences were found in obsessive passion or psychological resilience attributable to gender. The results also showed a positive statistically significant correlation between harmonious passion and psychological resilience. In light of these findings, the study proposed several recommendations.

Modeling Causal Relationships between Academic Help-Seeking and Self-Regulation among University Students

2026-09-30T18:53:04+03:00

This study aimed to identify the most common patterns of academic help-seeking among university students, and to determine the level of self-regulation. It also amid to construct a causal model of relationships between academic help-seeking and self-regulation subscales. Academic help-seeking and self-regulation scales were used. 596 students at the Hashemite University participated in this study. The results showed that the help-seeking threat was the most common, and there was a moderate level of self-regulation. The results of the path analysis showed that there are positive direct effects of the instrumental help-seeking, executive help-seeking, help-seeking threat, help-seeking avoidance, and formal versus informal help-seeking on self-regulation subscales. The study recommends several recommendations, the most important of which are: providing a supportive and stimulating environment for university students by providing diverse and appropriate educational resources, and establishing effective communication channels between students and teachers to discuss academic difficulties and needs.

Saudi Universities’ Role in Developing National Dialogue Values among University Students–A Field Study

2026-09-30T18:52:51+03:00

This study aimed to identify the role of Saudi universities in fostering values of national dialogue among university students. A descriptive survey methodology was employed using a questionnaire administered to a sample of 385 male and female students from Saudi universities, after verifying the instrument’s validity and reliability. The results indicated a high level of agreement regarding the role of Saudi universities in promoting values of national dialogue among university students in general, with a percentage of 78.49%. The role of universities in strengthening national belonging was also confirmed at a high level (84.62%), followed by their role in prioritising national interest over personal and factional interests (83.00%), and then their role in reducing fanaticism and confronting challenges and difficulties (78.00%). In contrast, the results pointed to a moderate role for universities in developing awareness of intellectual security (77.07%), as well as a moderate role in fostering values of pluralism and acceptance of the other (69.58%). The findings also showed no statistically significant differences at the 0.05 significance level in the dimensions of the questionnaire between different universities, nor between males and females. However, statistically significant differences were found attributable to the age variable in favour of the age group from 30 to less than 40 years. No differences were recorded between theoretical and practical colleges. In light of these findings, the study proposes a set of mechanisms to activate the role of Saudi universities in fostering values of national dialogue among university students.

Front Matter

2026-09-29T11:18:23+03:00

Is there a ‘Boy Problem’ in Learning STEM Subjects and Pursuing a Related Career? Findings from Q Methodology Research

2026-09-30T18:52:38+03:00

Through Q methodology, this study aimed to investigate whether a ‘boy problem’ exists among 49 Grade 9 and 10 schoolboys in Qatar’s public schools, particularly in relation to learning science, technology, engineering and mathematics (STEM) subjects and pursuing careers in these fields. The overall objective was to foreground the schoolboys’ own narratives regarding their academic performance and future career aspirations, as well as to uncover how they experience, understand and negotiate their social world both within and beyond the classroom. The analysis yielded four distinct factors, each reflecting a shared but differentiated perspective on STEM learning and future aspirations. These were labelled as follows: (1) There is no big problem, just a lot of little problems; (2) The problem is beyond the power of temptation; (3) The problem is complicated; and (4) Let’s get to the root of the problem. The findings suggest that the ‘boy problem’ cannot be reduced to a single explanatory factor, but rather emerges from the interaction between schooling practices, social expectations and individual perceptions. Accordingly, the discussion focused on three dominant discourses that frame boys’ educational experiences, namely: (1) failing schools, (2) poor boys and (3) boys will be boys.

School Climate and Teachers’ Creativity in Tunisian Middle Schools

2026-09-30T18:52:25+03:00

This study examines the relationship between school climate and teachers’ creativity in Tunisian middle schools. It draws on a random sample of 572 teachers from 44 preparatory schools and employs a mixed-methods design. In the quantitative phase, the researcher identified the preparatory school in Tunis Governorate that achieved the highest levels of teacher creativity. This was followed by an in-depth qualitative phase aimed at explaining how the school climate supports the group of teachers within that school. The findings indicate that the ‘relationships’ dimension represents the most influential factor in teachers’ creativity, followed by the ‘teaching and learning’ dimension. By contrast, the dimensions of ‘institutional environment’ and ‘safety’ demonstrated relatively lower effects. The qualitative phase also revealed an emergent dimension, namely ‘school culture,’ as a potentially supportive factor that enhances creative practices. Overall, the study provides a data-driven analytical account of how the dimensions of school climate interact with teachers’ creativity. It offers a structured framework for future research and a practical guide for efforts aimed at fostering creative practices in similar educational contexts.