This is an Editorial and does not have an abstract. Please download the PDF or view the article in HTML.

The goal of this paper is to examine how Culturally Responsive Education (CRE) can be used as a framework for promoting equity and inclusion in the United Arab Emirates (UAE). Given its position as a global hub attracting expatriates from around the world, it is important to address the needs of diverse students in schools across the country. By systematically examining local and global research on CRE, the paper focuses on four major themes: teacher education, leadership preparation, multilingualism, and educational resources. The paper then discusses some gaps in how CRE is implemented in the UAE with the goal of informing policy in the areas of professional training and curriculum design. The paper concludes with several recommendations for implementing the principles of CRE in the country, taking into account the UAE’s Vision 2031 and Centennial 2071. These recommendations include the introduction of a national framework that integrates CRE principles into teacher education, multilingual education, and leadership training. The study advocates the use of CRE in UAE schools as an approach that can foster cultural and national identity while also preparing globally competent citizens.

With the rising age at first marriage and declining fertility rates among Emirati citizens, the UAE government has introduced several initiatives to encourage earlier marriage and family formation. This study investigates the factors contributing to delayed marriage among Emirati youth in Dubai, as well as their perceptions of existing family support policies. Drawing on 17 semi-structured interviews with both youth and older-generation participants, the study finds that financial barriers—particularly the high costs of marriage and securing independent housing—are the most significant contributors to marriage delay among men. Shifting cultural values, including the deprioritization of marriage, the rising importance of educational attainment, and evolving fertility intentions toward smaller, later-starting families, also strongly influenced marriage timing and family planning. For women, additional factors such as societal pressure to meet idealized marriage standards, educational attainment, and the desire for financial stability before starting a family also play a crucial role in delaying marriage. While government initiatives such as the Marriage Fund and the Dubai Weddings Program were viewed positively in principle, participants reported that these programs often fell short in practice due to limited financial sufficiency, weak cultural acceptance, and a lack of clear communication and awareness. These findings suggest that future policy efforts must simultaneously address both financial barriers and broader cultural expectations surrounding marriage to more effectively promote stable Emirati family formation.

Fatherhood engagement remains vital for early childhood development, particularly among young children of determination (YCOD). However, research and policy often marginalize fathers, framing their roles through mother-centric lenses or as limited to financial provisions. This is particularly pronounced in the Arab region, where paternal voices remain unheard. To address these gaps, this study examines the behavioral and systemic barriers to fatherhood engagement in Abu Dhabi. By integrating the Capability, Opportunity, Motivation–Behavior (COM-B) model with Bronfenbrenner’s ecological systems theory, two focus groups were conducted with nine Emirati and expatriate fathers of YCOD, using theory-informed questions and a thematic analysis of the collected transcripts. The findings challenge the common assumptions of paternal disengagement or confinement to the microsphere or provider role. Participating fathers expressed strong reflective motivation, with perceived systemic challenges, particularly in education and healthcare. Perceived factors related to cost management, insurance, and access to support also highlighted room for capacity and opportunity building. By situating fatherhood within the proposed dual framework, this study provides a context-specific analysis that generates actionable and culturally responsive policy recommendations to strengthen existing support systems in Abu Dhabi and comparable settings.

This study examines the influence of school socioeconomic composition on student reading performance in the United Arab Emirates (UAE), using data from the 2018 Program for International Student Assessment (PISA). The UAE’s education system is characterized by a large proportion of private schools and pronounced socioeconomic stratification. This study uses hierarchical linear modeling to explore the impact of SES clustering on reading comprehension and investigate disparities between schools, accounting for both family and school-related factors. Results highlight a significant association between SES clustering and performance, with a stronger relationship observed with student and family characteristics than school processes. The findings shed light on a substantial disparity between public and private schools. Limitations include the dataset’s time-bound nature and the absence of post-pandemic contextualization.

The study aimed to evaluate the educational leadership of the individual performance measurement system (Ejada) at the Ministry of Education in the Sultanate of Oman. The study used the descriptive approach, and six interview questions were prepared, distributed over two axes: the strengths of the Ejada system and its development points. After ensuring their suitability for the subject, they were applied to the study sample, which consisted of general managers, department managers, department heads, and government school principals, totaling 40 participants. Among the most prominent results reached by the study, the presence of a number of strengths represented in: development and improvement, work organization, and positive competition, along with the emergence of a number of aspects that need development, the most prominent of which were in justice and transparency, routine work, and the percentage distribution curve. Considering the results of the study, several recommendations were made, the most important of which were establishing an independent center for the performance measurement system with the adoption of global foundations and standards for measuring performance, with the presence of experts and specialists.

Since 2018, leading universities, such as MIT, Harvard, and Berkeley, have used blockchain technology for specific services like credential verification and transcript management. Several universities in the United Arab Emirates have also explored this technology to certify academic degrees. Blockchain’s promise lies in improving educational service delivery and promoting accountability via openness and transparency, all features of good governance. However, a broader question remains as to whether its potential extends beyond operational tasks into strategic domains such as governmental oversight, funding, licensure, auditing, and review. This policy commentary examines the adaptability of blockchain to both operational and strategic governance in higher education, offering a guiding framework alongside comprehensive policy recommendations to support its effective adoption.

This study explores the effectiveness of the United Arab Emirates’ family support policies—specifically the Marriage Fund and federal housing programs—in promoting stable Emirati families and reducing long-term financial and social pressures surrounding family formation. Using a qualitative research design, semi-structured interviews were conducted with 15 participants from various emirates, including policy beneficiaries, non-beneficiaries, unmarried youth, and a policymaker. To strengthen the analysis, quantitative data visualization was used to examine trends in grant distribution, income brackets, and educational backgrounds of beneficiaries, offering a broader contextual backdrop to support and contrast the interview findings. The research reveals that while financial assistance is appreciated, it is not sufficient on its own to ensure lasting family stability. Housing emerged as a more central and long-term determinant of family security. The study also identifies evolving expectations among youth and emphasizes the need for culturally tailored social support and communication strategies. This paper concludes with a comprehensive set of policy recommendations aimed at enhancing the reach, relevance, and long-term impact of Emirati family policies. By grounding its findings in local realities, this study contributes to a deeper understanding of family support in the UAE and offers insights applicable to broader contexts in the Gulf and Arab region.

This is an Editorial and does not have an abstract. Please download the PDF or view the article in HTML.

To understand the extent to which the intangible cultural heritage of stateless communities in Gulf countries is safeguarded under the law, it is necessary to interpret international, regional, and state frameworks around cultural heritage and cultural rights – or human rights to culture. The current study reviews international law and regional frameworks that govern intangible cultural heritage in Gulf countries and examines a case study of the Bidun community in Kuwait. The article focuses on intangible cultural heritage in the context of stateless communities and examines the relationship to tangible cultural heritage as part of the intangible cultural heritage. The study finds that while the legal framework in Gulf countries lays out the groundwork for safeguarding the intangible cultural heritage of stateless communities, some states’ laws and policies are not aligned with obligations under international and regional frameworks.