Education In Egypt Research Articles

Educational and Technical Standards for Designing Mobile Learning Applications from the Perspective of Educational Technology Experts

This study aimed to identify the educational and technical standards for designing mobile learning applications. To achieve the research objective, the descriptive method was adopted to analyze and describe the previous literature in order to deduce standards. A list of standards was developed in a form of questionnaire in order to identify significance and relevance of standards. The tool was applied in an electronic form to a sample of (35) educational technology experts from the teaching staff members in Faculties of Education in Egypt. After the analysis of the results, a list of educational and technical standards for designing mobile learning applications was identified. These included (5) educational standards with a total of (43) indicators, and (5) technical standards with a total of (48) indicators. In light of these results, a number of recommendations were proposed.

Researching Digital Sociality

Digital technologies have become deeply implicated in and constitutive of contemporary social life. They are reshaping who we are and how we associate with one another, and are profoundly reconfiguring social relations, processes, and practices in a host of social spheres, particularly education. With Covid-19 further entrenching this implication and accelerating those changes, we are forced to rethink what research is and how it is done. This article presents a step towards researching a changing sociality using social media. Drawing on fieldwork on the digital transformation of Egyptian education, it argues that and showcases how WhatsApp can be systematically used as a qualitative data collection instrument to examine educational change. This article also situates WhatsApp research within digital ethnographic traditions, unpacks emergent methodological challenges and ethical quandaries, and presents potential ways to manage them. In so doing, it problematizes extant methodological categories (such as participation), entrenched dichotomies (such as private/public space), and epistemological questions (such as research temporality). Using a unique case from the Global South at an exceptional time of (educational) change, this article can help researchers as they think about their questions, design their research, conduct their fieldwork, and maneuver an elusive digital landscape. It informs broader methodological discussions within digital sociology and anthropology (of education), digital ethnography, and social media research. It also informs research in other domains like healthcare, geographies beyond the Global South, and platforms with similar affordances like Telegram.

The Future of Architectural Education in Egypt " Architecture Pedagogy Focuses on Educational Concepts and Approaches"

The Future of Architectural Education in Egypt " Architecture Pedagogy Focuses on Educational Concepts and Approaches"

How Higher Education Faculty in Egypt Perceive the Effects of Covid-19 on Teaching Journalism and Mass Communication: Perspectives From the Global South

The article critically examines how faculty in journalism and mass communication perceive the Covid-19 impact on higher education in Egypt. Using an online survey ( N = 135) and 14 in-depth interviews in spring–summer 2020, the article contextualizes the faculty’s ambivalent perceptions within the diffusion of innovation theory. The article bridges a gap in the existing literature by localizing this disrupted delivery in relation to the broader challenges and opportunities for diffusion of digital innovations in higher education. The results nuance the debate on digital education beyond a techno-determinist focus on digital skills to encompass societal awareness of regional and culture-specific digital inequalities.

The historical context of globalization in Egypt: Foreign professors’ migration to the Egyptian university (1908)

As a major offshoot of the national Egyptian movement that goes back to the beginning of the 20th century, a number of national leaders, Enlightenment pioneers, and social thinkers called for the establishment of an Egyptian university. These individuals hoped for this to be a lighthouse of liberal thought and the basis of a comprehensive academic revival in all fields of knowledge in order to be able to cope with international scientific and academic advancement. By May 1908, the Royal Palace chose the administrative council for the project of the Egyptian University (EU). When the university began, not a single Egyptian could meet all its ideal criteria for professors. The EU did borrow staff from the schools of law for its criminology, economics, and law programs. Dar al-Ulum constructed the university between 1908and 1925, which had at least nine professors. The other source of interim professors was Europe. The European professors fall into two categories: those who lectured in French or English on topics unrelated to the Middle East and the orientalists who lectured on Arabic and Islamic subjects. France, Italy, England, and, to a lesser extent, Germany all jockeyed for influence at the university. European professors dominated the first generation of faculty members while promising that Egyptian students were sent abroad to train for future teaching positions. In the present review, light will be shed on the large role played by those elite European professors in determining and pushing the university forward to stand with the Egyptian professors in order to examine the development of European-style education within the EU and, to a lesser extent, the cultural influence of a number of European countries in Egyptian education.

منصات التعليم الإلکترونية التفاعلية وتأثيرها علي التعليم المعماري في مصر أثناء جائحة کورونا Interactive E-Learning Platforms and Their Effect on Architectural Education in Egypt Due To COVID-19 Pandemic

يتناول البحث دراسة مدي تمکن أعضاء هيئة التدريس ومعاونيهم بالتعليم المعماري من استخدام نظم إدارة التعليم الإلکتروني والمنصات الإلکترونية التفاعلية التي توفرها هذه النظم، نتيجة انتشار جائحة کورونا المستجد بجميع مؤسسات التعليم العالي بصفة عامة وبالتعليم المعماري بصفة خاصة، والتحديات التي تواجه أعضاء هيئة التدريس للتأکد من نجاح العملية التعليمية. والتأکيد علي أهمية اکتساب المعرفة والمهارة والاتصالات التفاعلية من خلال استخدام منصات التعليم الإلکترونية التفاعلية، وتأثير ذلک علي التعليم المعماري. تتکون الدراسة من إطارين رئيسين، الإطار النظري يتناول أنظمة التعليم الإلکتروني ومنصات التعليم التفاعلية. الإطار التطبيقي يتناول التحديات التي تواجه عضو هيئة التدريس للتمکن من استخدام هذه النظم وتطبيقاتها بالتعليم المعماري. وقد تم استخدام استبانة إلکترونية کأداة لجمع البيانات للفئة المستهدفة من أعضاء هيئة التدريس بأقسام عمارة في بعض الجامعات الحکومية والخاصة والمعاهد العليا في مصر، ثم استخدام المنهج التحليلي الاستقرائي لتحقيق أهداف البحث. ويقترح البحث إطار تطوير لمنظومة التعليم الإلکتروني التفاعلي في أقسام الهندسة المعمارية في مصر، يقوم بالوظيفة الإرشادية لمتخذي القرار داخل المؤسسات التعليمية بما يضمن استمرار التنمية التعليمية. The research discusses the capability of architectural education staff to utilize e-learning management systems and to make use of the electronic interactive platforms offered by certain systems, resulting from the spread of the Coronavirus pandemic in all higher education institutions in general and in architecture education in particular, as well as the challenges faced by faculty members to ensure the success of the education process and to acquire different knowledge and skills through the use of interactive e-learning platforms and their impact on architectural education. The study includes two main frameworks, the Literature Review discusses e-learning systems and interactive e-learning platforms, and then applied one addressing the challenges faced by faculty members in their potential to utilize these systems and their applications in architectural education. The study utilizes an online questionnaire as a tool for collecting data on several faculty members in the architectural departments of some universities and institutes in Egypt and then uses an inductive approach to the achievement of the research objectives. Research sets out a framework for the development of interactive e-learning in Egyptian architecture departments and guides decision-makers in educational institutions to ensure the continuation of educational development.

Psychosocial Program for Primary School Student to Overcome School Refusal Behavior

Background: School refusal behavior refers to a spectrum of problematic illegitimato absenteeism that includes youths who misschool or extended periods of time. School refusal behavior is the refusal to attend school due to emotional distress. School refusal differs from truancy in that children with school refusal feel anxiety or fear towards school. The term school refusal was coined to reflect that children have problems attending school for a variety of different reasons and these reasons might not be the expression of a true phobia such as separation or social anxiety. Aim: The aim of the present study was to develop the psychosocial program for school students to overcome school refusal behavior at basic school education. Design: A quasi-experimental design was used to achieve the aim of the study. Setting: This study was conducted at primary schools from Benha City, Qalubia Governorate, which is followed The Ministry of Education in Egypt. Subject: A systematic random method from six grade primary schools 69 students from Benha district on students with school refusal behavior. Tools: Three tools were used for data collection. Tool 1- Students Questionnaire includessocio-demographic data of studentsand their parents, medical and surgical history of parents. Tool 2- School refusal Assessment Scale. Tool 3- Spence children Anxiety Scale. Results: There was a highly statistically significant improvement in total score of school refusal behavior and total score of anxiety between pre and post implementation of the program. Conclusion: The study demonstrated that psychosocial program had a positive effect on overcoming school refusal behavior and anxiety among students at basic school education. Recommendations: A psychosocial program should be given for all school refusal students to enhance their social adjustment, reduce anxiety and overcome school refusal.

The Effect of E-Practicum on Developing EFL Student Teachers’ Instructional Performance and E-Teaching Self-Efficacy

Like other countries, the Coronavirus (COVID-19) outbreak has confused education in Egypt. Teacher preparation programs at the Faculties of Education require student teachers to practice teaching practicum in schools, yet it was impossible to go to school because of the shutdown. Accordingly, EFL student teachers were deprived of the actual classroom experience. Instead of face to face practicum, the Faculty of Education at October 6 University adopted e-practicum for the first time. Consequently, the present study attempted to investigate the effectiveness of e-practicum in developing EFL student teachers’ instructional performance and e-teaching self-efficacy. The study utilized the one-group quasi-experimental design with pre-post assessment procedures. The participants were 84 fourth year students majoring in English language at the Faculty of Education, October 6 University, Egypt. To collect the data for this study, an instructional performance observation sheet (IPOS) and a self-efficacy scale (SES) were developed. Results revealed that while e-practicum was ineffective in developing EFL student teachers’ instructional performance, it was effective in developing EFL student teachers’ online teaching self-efficacy.

Medical Oncology Education in Egypt Over the Past 50 Years: the Experience of the National Cancer Institute of Cairo University.

This manuscript outlines the progress of education in the field of medical oncology in Egypt over the past 50 years. The manuscript illustrates the origin of the Egyptian medical oncology program since the creation of the only specialized cancer center in the country, the National Cancer Institute of Cairo University (NCI-Cairo) in 1969, from Cairo University Medical School. The manuscript also outlines the NCI-Cairo’s educational program for developing a cadre of academic medical oncologists for NCI-Cairo, other Egyptian medical institutions, and countries in the Middle East and Africa. We also emphasize the capacity building that resulted over the past 50 years from academic and professional standpoints, the changing curriculum in medical oncology, and the differences between the medical oncology and clinical oncology education programs in the country. Medical oncology research resulted from international collaborations and highlighted needs for cancer prevention and control. Finally, we propose possible future directions for medical oncology education and research in the country and a roadmap for low- and middle-income countries (LMICs) that are developing their medical oncology programs.

The Effectiveness Of Self Creation In Improving Job Quality Of Social Workers Dealing With Extra-Curricular School Activities Groups

This Study Aimed To Determine The Effective Role Of Self Creation In Improving Job Quality Of Social Workers Dealing With Extra Curricular School Activities Groups. This Study Is One Of The Descriptive Studies That Use The Comprehensive Social Survey Of (99) Social Workers By Using Questionnaire During May 2019. The Results Of This Study Proved That There Is A Statistically Significant Relationship Between The Demographic Variables (Gender, Age, Marital Status, Academic Qualification, And Years Of Experience) And The Level Of Self-Efficiency In The Creative Thinking (Fluency , Flexibility , Originality, And Details). As A Result, These Leads To Improve Job Quality Of Social Workers Dealing With Extra Curricular School Activities Group. There Is A Statistically Significant Relationship Between The Demographic Variables And Level Of Self-Efficiency In The Creative Performance Of Social Workers (Education For Creativity , Preservation Of Creative Personality, Communication And Promotion Of Creativity).School Social Workers Which Working In Educational Fields Can Benefit By Make Use Of This Study Results At Primary And Secondary Year Education In Egypt.

REASSESSING CURRENT INTERIOR DESIGN EDUCATION IN EGYPT AS A TOOL TO ACHIEVING GLOBAL COMPETENCE

By the recent focus of the whole world to achieving the sustainable design goals (SD goals) as a part of a better world in 2030, Countries involved (Egypt being one) have already implemented their action plans in all disciplines toward achieving their common global vision. And here comes the question: What is the extent of upgrading that has taken place since then especially in the Egyptian Higher educational sector? And more specifically in interior design education in Egypt? Is interior design education going in the right direction rightfully corresponding the global vision toward global competence? .The research assumes an outdated interior design program in Egypt, unable to contribute to the global vision toward sustainability by lacking exposing important Design approaches that can contribute to that ( E.g : Sustainable design , Inclusive design) and artificial intelligence as the new tomorrow resulting in globally incompetent students as well. This research aims to re-evaluate the current interior design program applied and its extent of correspondence to global vision by using the analytical comparative method .and the results confirmed the research hypothesis where some recommendations will be brought up.

Architectural and Urban Education in Egypt in the Post Covid-19 Pandemic

Quality of education is a global Sustainable Development Goal (SDG) to be achieved by the united nations by 2030. The covid-19 pandemic resulted in a significant problem in education worldwide and Egypt with problems related to the shift to distance learning and accessibility to technology and facilities supporting this shift. This paper aims to contribute to the currently ongoing research that asses the changes in architecture and urban education due to the Coronavirus pandemic, including the shift to distance learning in the practical courses that initially need studio work. The state of distance education via the Internet is difficult for architectural teaching curricula. Most studio environment courses require in-class follow-up. In developing countries like Egypt, not all architecture schools are equipped to move to e-learning, and most have not dealt with this before. This paper assesses student satisfaction and analyzes the entire process of distance learning in practical architectural courses during the coronavirus pandemic in Egypt. the research applies a quantitative and qualitative approach. A questionnaire was designed and distributed; 304 students from 17 Egyptian schools of architecture responded. A survey and series of interviews were completed among twelve schools of architecture in Egypt to analyze their responses during the crises and study the shift to e-learning in teaching the practical courses. The paper shows that the psychological effect and working solo from home have affected the students the most. There is a need to solve the internet problems, train the staff and the students to use the online tools for virtual classes, and provide a stable e-learning platform. The future of the traditional studio environment is under questioning. This study responds to the urgent need to evaluate the effect of Covid-19 on architecture education and to question the studio environment in the future to achieve a sustainable higher education in schools of architecture in Egypt.

The Role of Benchmarking in Achieving Competitive Advantage of Egyptian Education Faculties Programs

The study aimed to identify the concept and types of benchmarking, and to determine the Justifications of choosing benchmarking approach in order to achieve the competitive advantage for Egyptian Education Faculties programs, and also determine the performance indicators for Egyptian Education Foundations programs that can be used when benchmarking with the corresponding programs. The study depended on the descriptive research approach in achieving its objectives and answering its various questions and manipulating its different approaches. The study constructed a suggested model that can be used when benchmarking to Egyptian Education Faculties Programs with its distinct corresponding Programs. The study also showed the complementary relationship between benchmarking and performance indicators and their role in diagnosing an aspect of the competitive reality in the Egyptian Education Faculties programs.
 
 Received: 18 February 2021 / Accepted: 15 April 2021 / Published: 17 May 2021

Masculinity, Industrial Education and Fascism in Egypt

Abstract Starting from the premise that school is a ‘major site of masculinity formation’ (Connell, 1996), this article studies the construction of boyhood in the industrial schools of the Salesian mission in Egypt between 1900 and 1939. Analysis of the teaching tools and methods, and of the processes of conformity used in these schools run by Italian missionaries, reveals that they became forums for confrontation and negotiation between different models of masculinity. This article uses the case study of the Salesian schools to shed new light on the interconnections between missionary programmes, fascist imperialism and schooling strategies of the pupils and their families. Ultimately, it seeks to demonstrate how missionary schools contributed to the gendered construction of technical expertise and industrial education in Egypt.

MECHANISMS FOR EVALUATING THE TOTAL QUALITY MANAGEMENT OF THE BASIC EDUCATION STAGE IN LIGHT OF EGYPT'S 2030 STRATEGY

Egyptis now developing and modernizing education via the administrations which cope with the age requirements. Those emphasize quality and competitive ability. Nevertheless, basic education in Egypt is confronted by various problems to reach assessment mechanics in addition to lack of formulating a paramount vision of syllabuses and school activities in order to reach common concepts which link workers, students and the local society. Besides, Students have no say about the syllabuses they study or the methods used to teach those syllabuses. Consequently, this weakens the application of quality pointers in schools. In addition, there are reasons related to the educational organizations themselves such as relying on traditional teaching methods, lack of professional development, the wide gap between the training programs and real needs of development, the weakness of school administrations to achieve reformation of quality and finally the lack of understanding and integration in internal functional roles. This research aims through seeking answers to the research questions concerning formulating assessment mechanics to the basic education total quality administration in the light of Egypt 2030 Strategy through: Assessing the basic stage effectiveness in general in the light of Egypt Strategy 2030. And Assessing the basic stage quality and accountability mechanics in the light of Egypt Strategy 2030. The importance of this research is that it is hoped to lend a helping hand to policy makers and decision takers in educational administrations to recognize the downsides of traditional school administrations, and how far workers are in need of such a kind of administration in order to be able to do their best. It is also hoped that the study presents a suggested concept of the mechanics to assess total quality. That concept is to cope with the world trends and the current efforts to reform education and which focus on achieving quality in educational organizations. Among the most important recommendations are the necessity of using modern teaching strategies which satisfy the students’ needs through training teachers to the recent strategies and providing the required technological methods to apply those strategies in order to better the internal competence through modifying the quality and quantity of inputs so that they can be used in the best means ever. he study was characterized by objective, human, place and time limitations. By objective limitations, the study was restricted to assessing effectiveness in general and assessing the mechanisms of quality and accountability needed to basic stages of education. Human limitations mean that the field study comprised a random sample of zone directors, heads of sectors, boards of trustee members in addition to school directors. Place limitations refer to some schools in Cairo, Behira, and The New Valley Governorates. Finally, time limitations signify that the field study was applied in the first semester of the school year 2019-2020

Architectural Education In Light of the Universal Design Approach

Design professions have a crucial role in creating accessible environments and products for all. Good design has the capability to adapt to all users and enable them to live comfortably and work successfully. Hence, people who design, or implement legislation have a major responsibility to guarantee that people who have disabilities can fully participate in societies. The significance of this research is to create awareness among designers to find better solutions for a particular design. Accordingly, architectural education and its teaching methods have to be developed in the light of UD. The study addressed the descriptive-analytical method to achieve the study goals. Finally, there can be some recommendations that assist in implying the UD approach in Architectural education in Egypt.

Embedding Human Dimensions in Architectural Education in Egypt.(Dept.A)

Globalization ignores individuals as the main factor in the process of progress and development. It focuses on physical aspects which help to the emergence of some negative behavioral phenomena in the new urban environments. Alienation and lack of belonging are some examples, and what follows them of social behavioral phenomena. The continued marginalization of the human dimension in architectural education is an essential factor that negatively affects the nature of human being, his character, and the relationship with the society. Architectural education is very related to society and its problems. It has a great responsibility in equipping architects with environmental and social aspects. The architect who can deal effectively with problems and their solutions. There is a clear gap between architectural education graduates’ traits and the real required features that have scientific and applied capabilities. Those qualified architects can achieve contemporary architectural needs that consider the human dimensions in all design stages. So far, there is no evidence about the amount of knowledge that covers human dimensions which are obtained by the students in the field of architecture. The research aims to identify human dimensions that can be incorporated in architectural educational programs, by studying how human dimensions are embedded in the national and international standards of architectural education. human dimensions like the urban safety, community participation, social contentment, and global culture concepts were found to be the most important aspects to be incorporated in the architecture educational programs.

A COMPARATIVE STUDY OF ENVIRONMENTAL EDUCATION IN THE PRE-UNIVERSITY EDUCATION IN EGYPT, FINLAND AND SWEDEN

This study aimed to present a proposed vision for the development of the environmental education process in the Arab Republic of Egypt. Within the context of this goal, the study sought to firm environmental education in the light of contemporary educational thought, and to find out the experiences of Sweden, Finland and Egypt in the fields of environmental education and the educational system and its role in presenting the experiences and related activities of it, in addition to knowing the reality of environmental education in the Arab Republic of Egypt and the extent of the difference between it and the two countries of comparison, as well as identifying the factors that impede the implementation of the environmental education process in the Arab Republic of Egypt. The study followed the comparative approach in light of the nature of the problem, its limits and its objectives, through the application of practical procedures that included the application of a comparative explanatory study for the reality of environmental education in Sweden, Egypt and Finland based on the comparative approach to research in specific theoretical axes through a comparative analysis to describe the status of environmental education through research, theoretical studies, references, and various books to find out the similarities and differences of environmental education systems in the comparison countries. The study found the following results, the most important of which are: In general, Environmental Education is not taught in the three comparison countries as an independent subject - but it is integrated through various subjects in the curricula of social studies, science, biology and the other subjects. In Sweden and Finland, teachers are allowed to choose school environmental activities and their implementation method, as well as supervising subjects related to Environmental education in the educational process. There are also what is called the environmental schools or green schools in Finland and Sweden, as well as environmental teachers and green flag. The Ministry of Education and the Ministry of Environment are responsible for environmental education in the three countries. In general, Environmental Education in the third countries is provided through the subjects of biology and geography in secondary schools and through social studies and science in primary schools. There are also class and non-class activities that are used effectively in presenting environmental education in Swedish and Finnish schools. In view of reviewing the theoretical framework of the research, and according to the experiences of the two countries of comparison (Finland & Sweden) and according to the study findings related to the reality of environmental education in Egypt, a proposed conception was formulated for the development of the environmental education process in Egyptian schools. The most important recommendations made by researchers include: Providing training courses for the educational system in the field of environmental education. Providing environmental activities in which schools from different places participate, including field visits, nature exploration trips and exhibitions. Calling on the Ministries of Environment and Education to provide greater support for the process of environmental education in Egyptian schools.

Environmental Discourse in EFL Textbooks in Egypt: A Critical Ecolinguistics Case Study

EFL curricula and teachers play a significant role in motivating ecological citizenship and helping students become critical ecological thinkers. This study applies critical Ecolinguistics as the theoretical background for its qualitative case study in order to identify the ecosophy guiding the design of the written discourse of lessons addressing environmental issues in a sample of EFL textbooks mandated by the Ministry of Education in Egypt. Analysis focuses on the linguistic features of the environmental discourse as well as nature related values, types of reasoning and forms of participation promoted in the texts. Findings reveal a propagation of shallow conservationism-environmentalism discourse and anthropocentric reasoning reflective of the consumerist age guiding the ecosophy of the texts. The results contribute to a proposal of suggestions addressed to educators in general, and EFL teachers and curriculum designers in Egypt in particular, as well as recommendations for future research.

Barriers to Including Children with Disabilities in Egyptian Schools

AbstractThis study set out to investigate teachers' perceptions of barriers to including children with disabilities in general schools in Egypt. This descriptive, qualitative study drew on a purposive sample of twelve general and special education teachers within two educational districts in Cairo, Egypt. Through in-depth interviews, teachers were asked about their perceptions of the barriers that hinder the implementation of inclusive education in Egypt. Four categories of barriers were identified: structural-organizational, personal, interpersonal and socio-cultural barriers. The findings showed that these barriers are related and interact to affect teachers' beliefs about the possibility of the implementation of inclusion in Egypt. In addition, the study argues that “barriers to inclusion” is a very complicated issue that includes many interrelated contextual factors that should be addressed to implement inclusion effectively. The results indicate that differential change procedures should be followed if we would like to enhance the learning of children with disabilities in inclusive settings.