Education Sector Research Articles

Towards Good Governance in the Management of Educational Institutions in Cameroon: Importance, Challenges and Opportunities

Purpose: This conceptual paper explored the path toward institutionalisation of good governance in the management of educational institutions in Cameroon. Aim was to identify key principles, assess challenges to effective governance, and explore opportunities for improvement, with the view to offer actionable recommendations that could help enhance educational management in Cameroon. Materials and Methods: A qualitative approach that combines personal observations with a comprehensive textual review was employed. The review examined national and international policy documents, strategic plans, reports and academic articles to clarify theoretical constructs and practical applications of good governance in education. Recommendations were based on personal reflections and literature analysis. Findings: The education sector has evolved from being simpler and less competitive to a complex, competitive and more demanding landscape, requiring technology and advanced management strategies centered on governance principles like transparency and accountability. In Cameroon, historical, socio-economic, political, and structural challenges hinder the establishment of good governance in education. However, there is room for educational managers to navigate these realities and promote effective governance, which is essential for unlocking education’s transformative potential and achieving socioeconomic development goals. Implications to Theory, Practice and Policy: The various ministries of education should work in synergy with the other stakeholders to implement a comprehensive training programme for educational managers; invest more resources in educational technology for better administrative efficiency; strengthen monitoring and auditing of expenditures; and enhance the capacity of decentralised management structures to effectively address local needs. These strategies should help create a more accountable and responsive education management framework for Cameroon.

ExamGuard: Smart contracts for secure online test

The education sector is currently experiencing profound changes, primarily driven by the widespread adoption of online platforms for conducting examinations. This paper delves into the utilization of smart contracts as a means to revolutionize the monitoring and execution of online examinations, thereby guaranteeing the traceability of evaluation data and examinee activities. In this context, the integration of advanced technologies such as the PoseNet algorithm, derived from the TensorFlow Model, emerges as a pivotal component. By leveraging PoseNet, the system adeptly identifies both single and multiple faces of examinees, thereby ensuring the authenticity and integrity of examination sessions. Moreover, the incorporation of the COCO dataset facilitates the recognition of objects within examination environments, further bolstering the system's capabilities in monitoring examinee activities.of paramount importance is the secure storage of evidence collected during examinations, a task efficiently accomplished through the implementation of the blockchain technology. This platform not only ensures the immutability of data but also safeguards against potential instances of tampering, thereby upholding the credibility of examination results. Through the utilization of smart contracts, the proposed framework not only streamlines the examination process but also instills transparency and integrity, thereby addressing inherent challenges encountered in traditional examination methods. One of the key advantages of this technological integration lies in its ability to modernize examination procedures while concurrently reinforcing trust and accountability within the educational assessment ecosystem. By harnessing the power of smart contracts, educational institutions can mitigate concerns pertaining to data manipulation and malpractice, thereby fostering a more secure and reliable examination environment. Furthermore, the transparency afforded by blockchain technology ensures that examination outcomes are verifiable and auditable, instilling confidence among stakeholders and enhancing the overall credibility of the assessment process. In conclusion, the adoption of smart contracts represents a paradigm shift in the realm of educational assessment, offering a comprehensive solution to the challenges posed by traditional examination methods. By embracing advanced technologies such as PoseNet and blockchain, educational institutions can not only streamline examination procedures but also uphold the highest standards of integrity and accountability. As such, the integration of smart contracts holds immense potential in shaping the future of online examinations, paving the way for a more efficient, transparent, and trustworthy assessment ecosystem.

A teamwork framework for preventing breaches of academic integrity and improving students’ collaborative skills in the AI era

Generative artificial intelligence (AI) tools have become a major challenge in the education sector in terms of the way that students use and manage them. This study examines the development, implementation, and evaluation of a teamwork framework by using academic integrity standards and formative feedback to minimise the use of generative AI tools in the Business Project Management (BPM) unit and promote students' learning skills through teamwork and self/peer evaluation. This teamwork assessment was designed to transform students into independent learners by improving their cultural awareness, self-confidence, teamwork, communication, leadership, as well as personal and interpersonal skills. The study's objectives are to determine whether a teamwork framework can help to maintain academic integrity and transform BPM students into independent learners and leaders in the era of generative AI, and to determine whether lecturers' formative feedback enhances students' skills in teamwork assessment. This research comprises an empirical study of 408 local and international BPM students from different cultural backgrounds. A mixed-methods approach was used to collect data and achieve a broader perspective of the research topic. BPM students reported their satisfaction with this type of assessment since it helped them acquire skills such as intercultural effectiveness and teamwork. Following the implementation of the teamwork framework, the number of instances of academic misconduct and requests for extensions have decreased dramatically, while the assessment's average marks increased by 10 %. A set of recommendations is offered that will ensure the successful implementation of the proposed framework for teamwork assessment and self/peer evaluation. This study was limited to the Business Project Management unit, but in 2024, the same study will be conducted involving other postgraduate units at Curtin University with a future rollout in other universities to compare how students perceive teamwork assessment.

Artificial Intelligence Plays Crucial Role in Education Sector of Assam

“AI is a mirror, reflection not only our intellect, but our values and fears” Artificial intelligence (AI) is shaping the future of technology and revolutionizing our education system. Due to evolution of artificial intelligence, we have seen the drastic change in our educational sector throughout the globe. It indicates a positive signal for present and future generations of our country and also throughout the globe. Artificial Intelligence (AI) can play a crucial role in the school functioning process, streamlining and optimizing the procedure for both institutions and applicants. Through AI-driven algorithms, schools can efficiently sift through a large pool of applicants, identifying the most suitable candidates based on predefined criteria such as student’s enrollment according to their academic performance, extracurricular activities, and personal attributes. One of the most remarkable advantages of employing AI in the admission process is its ability to eliminate human bias, ensuring fairness and equal opportunities for all applicants. AI systems are programmed to assess candidates solely based on their qualifications and merit, reducing the influence of subjective factor, viz., race, gender, or socioeconomic background. We have seen the drastic changes in case of new admission in our School and College for last 3 to 4 years in the state of Assam and country as well. Moreover, AI facilitates personalized and efficient communication with applicants, providing them with updates on their application status and guiding them through the admission process. Virtual assistants powered by AI can promptly address queries from applicants, offering them the support they need. Furthermore, AI enables predictive analysis, allowing schools to forecast future trends in admission and tailor their strategies accordingly. By analyzing past admission data and trends, AI systems can provide valuable insights into the preferences and behaviors of prospective students, helping schools make informed decisions and develop targeted recruitment strategies. AI is revolutionizing the school admission process by making it more efficient, transparent, and fair. By leveraging AI technologies, schools can streamline their admission procedures, improve the candidate experience, and ultimately ensure that the most qualified and deserving students are admitted. In Assam, the education department of Government of Assam has introduced Shiksha Setu App to enhance communication between students, parents, teachers, and educational institutions. It facilitates access to various educational resources, attendance tracking of both teachers and students, exam schedules, leave for teachers, and performance reports. Its significance lies in improving transparency, efficiency, and accessibility in the whole education system of Assam, and as result contributing to better student outcomes and parental involvement.

Comparative analysis of feature selection and extraction methods for student performance prediction across different machine learning models

Education is at the core of developmental progress, necessitating the exploration and implementation of diverse contemporary methods to ensure the success of students across multiple levels. However, impediments to this success exist, categorized into three primary groups which are, individual factors, family factors and social factors. These factors can manifest as absenteeism and boredom, posing a threat to the future of both students and society at large. Addressing these challenges proves to be a complex task for educators and pedagogues, given the unique problems each student faces. This paper aims to employ a broad spectrum of feature selection and extraction methods, some unconventional in the education sector but proven reliable in other domains. By integrating machine learning (ML) and deep learning (DL) models, we seek to predict student performance based on these identified factors. Subsequently, a comparative analysis will be conducted to determine the most effective model, considering the relevance of various factors.

Artificial Intelligence: A Twenty First Century International Regulatory Challenge

Artificial Intelligence (AI) is a twenty first century evolution. Certain aspects of AI have been integrated into daily living. AI applications have also been incorporated into the aviation, banking, cyber security, educational, employment, health, and military sectors respectively. However, the unpredictable nature of AI is a cause for concern because ‘In many instances, AI remains under the control of users and designers, but in increasing numbers of applications, the behaviour of a system cannot be predicted by those involved in design and application […]. Newly developed machines are able to teach themselves and even collect data’. Consequently, ‘The potential benefits and harms of AI have led to calls for governments to adapt quickly to the changes AI is already delivering and the potentially transformative changes to come. These include calls to pause AI development and for countries […] to deliver a step-change in regulation’. ‘In March 2023, more than 1,000 artificial intelligence experts, researchers and backers signed an open letter calling for an immediate pause on the creation of “giant” AIs for at least six months, so the capabilities and dangers of such systems can be properly studied and mitigated’. What are the benefits of AI? What are the risks of AI? Which crimes can be committed via AI? What are the regulatory challenges? What has been the international response? In this article, we will explore whether there is a justification for regulating AI from ethical, legal and law enforcement perspectives. Keywords: Artificial intelligence; Ethics; Regulation; Law enforcement

Empowering the helping hands: A positive psychological intervention for enhancing work engagement and reducing stress among preschool social workers in Hong Kong.

This study explores the efficacy of the Early Advancement in Social-Emotional Health and Positivity (EASP) programme, designed to enhance personal resources, namely self-compassion and positivity among preschool social workers, to reduce stress and bolster work engagement. A total of 84 preschool social workers (Mage=32.47years, SD=6.86, range=22-55; female=90.48%) participated in a 5-week randomized control trial. Participants were randomly allocated to either the intervention group (n=38), which received four online workshops and an online activity, or the wait-list control group (n=46), which received the intervention post-data collection. Self-compassion, positivity, work engagement, and work stress were measured before and after the intervention. Results from a path analytic model indicated excellent fit with the data, χ2=2.08, df=3, Comparative Fit Index=1.00, Tucker-Lewis Index=1.00, Root Mean Square Error of Approximation=0.00 (90% CI=0.00-0.16), SRMR=0.03. The intervention demonstrated direct effects on changes in self-compassion (β=0.21, p=0.04) and positivity (β=0.28, p=0.03), with indirect effects on work engagement (β=0.13, p=0.02), while no significant impact was observed on work stress (β=-0.09, p=0.06). These findings underscore the efficacy of positive psychological interventions in fostering work engagement among social workers. Incorporating the EASP programme into ongoing professional development activities is recommended to enhance the job engagement and psychological well-being of social workers in early childhood education and care sectors.

Recontextualising the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework to Higher Education Online Marking

The Higher Education (HE) sector has faced an exceptional period of complex and fast-moving change, meaning staff have had to quickly adjust their teaching delivery, reconsider how learning outcomes are assessed, and adopt new technologies. Despite significant efforts by HE staff across these areas, the willingness to adopt new tools and technologies is not consistent across all staff cohorts and indeed some researchers suggest that this willingness, or readiness to adopt emerging technologies and educational tools can be shaped by individual differences, attitudes, and social norms.This study focuses on education technology acceptance in HE via a specific university and explores the use of technology enhanced feedback and marking tools, such as online embedded rubrics. Underpinned by the unified theory of acceptance and use of technology (UTAUT), this research project aims to explore the perceptions of staff towards online feedback and marking practices. In turn, the research project considers the relevancy of the UTAUT model in differing / current contexts. Contribution manifests through a) the methodological choice of qualitative semi-structured interviews to explore the UTAUT dimensions, b) the deep contextual understanding of the challenges HE staff face in adopting and implementing new technologies, c) suggested adaptations to UTAUT, and c) recommendations for HE practice.

Achieving Sustainable Digital Transformation in TVET Institutionsthrough Enterprise Architecture

The approachof Enterprise Architecture (EA) inTechnical and Vocational Education and Training (TVET) institutions holds significant potential for the institution's digital transformation. This study explores key factors to sustain digital transformation in TVET Institutionsusing a Systematic Literature Review (SLR) and semi-structuredinterviews. The SLR provides a comprehensive overview of existing literature on EA in educational contexts, focusing on its role in aligning institutional goals with industry requirements. Common themes and research gaps identified through this review setthe stage for empirical investigation. Interviews with IT administrators, academia, and expertsoffer practical insights into the challenges and opportunities associated with EA implementation in TVET institutions, validating findings from the literature and uncovering unique contextual factors relevant to TVET institutions in Malaysia. The thematic analysis highlights several key factors, namely,management support and their involvement, a clear business vision and goal strategy, and the adoption of emerging technologiessuch as Artificial Intelligence and the Internet of Things towardssustainable digital transformationin TVET institutions. The findings indicate that a well-implemented EA framework can significantly drivethe digital transformationof TVET institutions, leading to better-prepared graduates and a more adaptable workforce. This study provides a detailed analysis of the key factorsto sustain digital transformation in TVET Institutionsand offers practical recommendations for policymakers and educational leaders. The insights gained can guide future initiatives aimed at the digital transformationof TVET institutions, contributing to a more competitive and responsive educational sector in Malaysia.

Effect of Democratic Leadership on Project Success in Higher Education Sector

This paper investigates the leadership practices in the Higher Education Commission projects of Punjab, Pakistan. Democratic Leadership looks the most appropriate in the world but it has not been investigated in the Pakistan Higher Education Sector projects. The research approach in this study is positive therefore it is a quantitative study. The sample size is only 86 because the target population of this paper is the higher education sector of the Punjab province. In this research, SPSS has been used for the data analysis. The reliability and regression tests were performed. The results indicate that the Democratic leadership significantly impact the project success. This research is cross sectional as data was collected one time, though in future this research will be conducted in whole Pakistan and then South Asia.

Towards co-creating the praxis of teaching design from decolonial, intersectional and pluriversal approaches1

Across Oceania, design courses within the tertiary education sector remain entrenched in Eurocentric narratives and pedagogical approaches, which omit place-specific contexts, cultural histories, knowledges and diverse ways of designing, including those of First Nations. This concern drove the four authors to create the InterDesigning Network, a supra-institutional network that aims at connecting like-minded educators, practitioners and students. This article reflects on the results of the InterDesigning Network’s first symposium, titled Co-Creating the Praxis of Teaching Decolonial, Intersectional and Pluriversal Design and Histories. As the core team behind the network, we listened and learned from a panel formed by First Nations people that discussed Indigenous design practice, local protocols, connection to place and land, common struggles and ways of integrating Indigenous knowledges into contemporary design education. We also listened and were inspired by the insights shared by another panel made of diverse design educators who discussed how their positionalities and experiences inform their teaching practices. By reflecting on these insights as well as on the rationale behind the formation of a design educators’ network, this article offers actionable suggestions on how to disrupt the status quo for a more diverse and inclusive design education future.

Effectiveness Of Teacher Performance Appraisal And Development On Students’ Academic Achievements In Public Secondary Schools In Elgeyo Marakwet County, Kenya

The quality of education has been declining in Kenya national examinations which made the Teachers Service Commission to come up with an accountability tool for the teachers which led to introduction of teacher performance appraisal and development (TPAD).This study was aimed at examining the effectiveness of TPAD on students’ academic achievement in public secondary schools in Elgeyo Marakwet County. The study specifically intended to analyze the effectiveness of teacher lesson observation planning on student academic achievements students’ academic achievements. The study was informed by goal-setting theory by Okumbe, (2000). The study adopted mixed methods research design and used a mixed method approach in collecting and analyzing data. The study utilized a sample of 40 principals, 153 teachers, and 384 students drawn from four constituencies in Elgeyo Marakwet County. Stratified sampling was used to categorize schools into National, Extra County, County and Sub-County schools. Simple random sampling was used to select teachers and students from sampled schools while purposive sampling was used to select the national schools and principals from the selected schools. A structured questionnaire was used on teachers and students on a likert scale and an unstructured interview guide was administered to the principals. The two instruments were validated by expert researchers in the department of educational management and policy studies at the University of Eldoret. Descriptive statistics were made up of frequencies, percentages; means and standard deviation which were calculated and presented in tables and figures, and inferential statistics involving Pearson Correlation and Regression coefficients were calculated to test the research hypotheses. The study findings on lesson observation and students’ academic achievements indicated that there is a positive weak correlation between lesson observation frequency/intensity and student academic achievements. A coefficient of 0.243 indicates that when lesson observation increases, there is a tendency for student academic achievement to improve, albeit not very strongly. The research findings will benefit the TSC in seeking for the best way of aligning TPAD practices to students’ academic achievements. MOE, policy makers and teachers will be able to get the best out of the TPAD and assist in making future decisions pertaining to the education sector. The research study recommended regular awareness of TPAD practices in order to get the best out of these exercises

Decoding AI Ethics from a User's Lens in Education: A Systematic Review

In recent years, Artificial Intelligence (AI) has witnessed remarkable expansion, greatly benefiting the education sector. Nonetheless, this advancement brings forth several ethical dilemmas. The existing research on these ethical concerns within the educational framework is notably scarce, particularly when viewed from a user's standpoint. This research systematically reviewed 17 empirical articles from January 2018 to June 2023, sourced from peer-reviewed journals and conferences, to outlined existing ethical framework in Artificial Intelligence in Education (AIED), identify related concerns from user’s perspectives, and construct Ethics Guideline for AIED. The finding revealed that certain ethical aspects, including the ethics of learning analytics and the ethics of algorithms in AIED, are often neglected in the existing ethical frameworks, principles, and standards for AIED. Based on the blank between existing ethical frameworks and ethic concerns from user’s perspectives, the research proposes more inclusive and thoughtfully Ethics Guideline for AIED. The study also provides actionable recommendations for multiple stakeholders, emphasizing the need for guidelines that address user-centered concerns. In addition, How this Ethics Guideline for AIED could be developed is discussed, along with outlining potential avenues for future research.

Adult Education Program Implementers’ Understanding and Usage of Strategy Policy Documents in Addis Abab City Administration, Ethiopia

This study was targeted to assess adult education program implementers’ understanding towards adult education policy documents and usage of the documents in Addis Ababa City Administration. In order to guide the study qualitative method was applied. Accordingly, qualitative data was gathered using interview and document analysis. Qualitative data like views of respondents and result gained from document analysis were discussed by narrating the evidences/responses in words. As the findings of this study reveals, majority of adult education program implementers lack understanding about the policy documents of adult education sector; there is no established and sustainable awareness creation system and capacity building program for newly employed and other personnel; non-existence an established structure to lead adult education program according to the designed strategy documents are some of the results of the research. In order to overcome the challenges mentioned above adult education implementing organizations have to launch continuous professional development (CPD) program for implementers of adult education program. Consequently, implementers of the program can get first-hand information on the policy documents on one hand and they can also upgrade their profession on the other hand.

Gender differences in mental health-related sickness absence in the education sector

BackgroundThe education sector experiences high rates of sickness absence, primarily due to mental health disorders. This issue poses significant challenges, not only for the affected employees but also for their colleagues, pupils, the organization, and the society as a whole. Several factors are likely to contribute to this issue, including work-related factors and gender dynamics, as the education sector has a high proportion of female employees.MethodsIn this study, we use statistical methods to compare the average duration of sickness absence due to mental disorders in the education sector with other sectors. Additionally, we explore the influence of gender, age, and working hours on the duration of sickness absence. For our study we use a large dataset consisting of approximately 200,000 cases of sickness absence due to mental disorders, with more than 32,000 cases from the education sector.ResultsOur analysis shows that average sickness absence duration is consistently longer in the education sector than in other sectors, even after accounting for gender and age. Specifically, the average duration of sickness due to mental disorders in the education sector is 235 days, compared to 188 days in other sectors. We also observe gender differences in absence duration in all sectors, with an interaction effect indicating that working in education affects recovery rates more for men than for women. Consequently, the gender difference in absence duration is smaller in the education sector than in other sectors.ConclusionUsing a large dataset, we find significant differences in absence duration between employees in the education sector and those in other sectors. Other factors, such as gender, also influence sickness absence duration, but to a lesser extent. Notably, the gender effect on absence duration is smaller in the education sector compared to other sectors.

TEACHER TRAINEES’ ATTITUDE TOWARDS WEB-BASED EVALUATION: A STUDY BASED ON PURULIA DISTRICT

As we know, the four essential components of education are teaching, learning, course content or curriculum, and evaluative process. Thus, the evaluation process is an integral part of the educational system. Through evaluation, we know whether the students attain the learning experiences and vice versa and whether the teaching strategies are effective within the teaching-learning processes. Thus, the academic world is tailored to invent several techniques and procedures for evaluation processes. This article explores the attitude of teachers’ trainees towards a web-based evaluation system. The study's main objective is to determine the attitudinal differences towards web-based evaluation systems in terms of gender, locality, and stream of study. This study is based on descriptive-cum survey type research. Using a purposive sampling technique, the study sample consists of 46 teacher trainees (male =10, female =36). The research findings revealed no significant attitudinal difference between teacher trainees' views on web-based Evaluations regarding their gender, locality, and stream. It means that with respect to gender, locality, and stream, all have favorable opinions and attitudes towards Web-Based evaluation. It also indicates that technology significantly impacts all sectors, including students who want to develop an inclusive education by incorporating technology in educational sectors. According to the study outcomes, it can be said that technology-driven education is the most welcome at this juncture. Thus, we must become familiar with technology and build our educational process on technological intervention or artificial intelligence support. KEYWORDS: Teacher trainees’, Attitude, Web-based Evaluation system.

The impact of artificial intelligence on women's empowerment, and work-life balance in Saudi educational institutions.

Gender prejudice and stereotypes are prevalent in the workplace, particularly for women in the Artificial Intelligence (AI) industry, where they can significantly hinder professional development and limit prospects for growth. These challenges contribute to the underrepresentation of executives in AI. However, with the right measures, these barriers can be overcome, leading to a more inclusive and diverse AI industry. Women in this demanding technological domain often face additional difficulties in achieving a work-life balance, further constraining their professional advancement and engagement in the industry. This research aims to examine the implications of AI capabilities on work-life balance and the empowerment of female faculty members in enhancing the efficiency of educational institutions. The research performs a structural equation modeling (SEM) approach, using a survey conducted on female faculty of Saudi Arabian universities. The study specifically considers moderating variables such as age, education level, experience, and marital status. The findings, which reveal that AI managerial capability, as well as AI infrastructure agility, impacts work-life balance and empowerment of women faculties in educational institution efficiency, underscore the significance of considering demographic factors when analyzing women's empowerment and work-life balance as outcomes. By exploring these factors, the research provides a comprehensive understanding of how AI capabilities impact women's empowerment and their ability to maintain a work-life balance, ultimately contributing to the efficiency and effectiveness of educational institutions. These results emphasize the value of increasing women's empowerment and raising the standard of performance evaluation systems in educational sectors.

Artificial Intelligence in Education Management: Opportunities, Challenges, and Solutions

Education management, as an integral part of management science, encompasses core functions such as organizing, planning, coordinating, and controlling educational resources, which closely align with the management concepts used in business administration. Whether in the field of education or business, managers need to improve organizational performance through effective strategy development, resource allocation, and decision-making support. The emergence of Artificial Intelligence (AI) has profoundly transformed several industries, and its impact on education is progressively gaining prominence.This paper explores the opportunities, challenges, and solutions associated with the integration of AI in the education sector. AI offers substantial benefits such as personalized learning experiences, automated educational management, and global access to shared educational resources, revolutionizing the traditional educational landscape. However, its application also presents significant challenges, including concerns over data privacy, the widening of the digital divide, and the evolving role of teachers.Through an analysis of both opportunities and challenges, this paper emphasizes the need for strategic measures to ensure the ethical and equitable use of AI in education. These measures include stronger policy frameworks for data protection, comprehensive teacher training programs for AI integration, and the promotion of global cooperation to bridge technological gaps in underdeveloped regions. Furthermore, the paper projects the potential future developments in AI-driven education, highlighting the importance of balancing technology with human interaction in the learning environment.By addressing both the benefits and risks associated with AI, this paper provides actionable insights for educators, policymakers, and technologists, aimed at creating a more inclusive, efficient, and innovative educational system. Future research should continue to examine AI's ethical implications and strive for solutions that ensure education remains accessible and fair in an increasingly AI-driven world.

The Coordination between Arabic Studies Programs and Job Prospects for Undergraduate and Postgraduate Students in Chennai City

In the rapidly evolving landscape of education, it's essential to adapt strategically to changing trends and job opportunities for graduates. The Master's Program in Arabic Language is taking proactive steps to ensure the curriculum remains relevant to the demands of the job market. This study aims to assess the alignment between the curriculum and job requirements for graduates and postgraduates, the time taken to secure employment, the skills utilized in Arabic teaching roles, and the adequacy of the curriculum in preparing graduates for the challenges of the professional world. Utilizing a qualitative descriptive approach, data was gathered from alumni and employers between 2018 and 2022 through questionnaires, interviews, and group discussions. Analysis of the data revealed that 69.9% of graduates found their work aligned with the curriculum, with 39.2% working as Arabic language teachers, 20.3% in Computer, Media and MNC Companies and 28.4% are working outside the education sector. The average time to secure employment was less than six months, with technology-based teaching skills being the most impactful. Recommendations include adapting the curriculum to embrace technology in Arabic teaching, enhancing research methodology, and encouraging publication of articles and books to meet the demands of the digital era and the labour market.

Decentralized Identity Management for Metaverse-Enhanced Education: A Literature Review

As we transition into the era of Web 3.0, where decentralized information and user privacy are paramount, emerging technologies are reshaping the way in which personal data are managed. This paper focuses on decentralized identity management (DID) in the metaverse, particularly within the education sector, which has rapidly embraced digital tools for e-learning, especially since the COVID-19 pandemic. Technologies such as blockchain, artificial intelligence (AI), and virtual and augmented reality (VR/AR) are increasingly integrated into educational platforms, raising questions about privacy, security, and interoperability. This literature review examines the current landscape of DID in metaverse-based educational applications. Through a systematic methodology, relevant academic papers were identified, filtered, and analyzed based on four key criteria: standardization, interoperability, application scalability, and security/privacy considerations. The paper provides a comparative analysis of these papers to assess the maturity of DID implementations, highlight existing challenges, and suggest future research directions in the intersection of decentralized identity and educational metaverse applications.