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Journal articles on the topic 'Students – Lebanon ; Education – Lebanon'
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1
Joudi, Nadine, and Ghada Chehimi. "The need for civic engagement and competency in higher education in Lebanon." International Journal of Innovative Research in Education 4, no. 4 (December 29, 2017): 186–94. http://dx.doi.org/10.18844/ijire.v4i4.3257.
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Lebanon has always been unstable on the political and the national security levels. The youth in Lebanon did not have the privilege of stability to engage in civic activities and become active citizens. The youth need to collaborate with adults to explore different issues and opportunities to develop civic engagement in their own society. This study is an exploratory research which reveals the need for constructive plans in higher education in Lebanon that will lead youth to civic engagement and competence. It also focuses on exploring the existence of university curriculum that fosters the actual implementation of civic engagement and civic competency programmes. Data were collected using a qualitative framework. University students’ civic competency, knowledge, skills, participation in civic engagement, attitudes and efficacy are assessed by using focus group discussions with students and instructors. The research outcomes provide a foundation for the sustainable interventions through the development of a university curriculum.
Keywords: Civic engagement, civic competency, Lebanon.
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Al Chibani, Wessam. "The Status of Quality Assurance in Two Lebanese Universities." Pedagogika 123, no. 3 (September 2, 2016): 36–41. http://dx.doi.org/10.15823/p.2016.31.
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This study was set to assess and analyze the status of two private university quality measures such as the quality audit, control, and ranking in Lebanon. In addition, it was set to discuss and evaluate the programs given by these universities. Finally, it was set to synthesize and analyze different tools that could be applied on the quality services these universities have. The sample of this study is two private universities in Lebanon where interviews were conducted separately with 6 deans, 6 chairpersons, and 6 coordinators. In addition to the universities, plenty of information was taken directly from the Ministry of Education and Higher Education of the Republic of Lebanon.
Thus, qualitative data analyses were conducted. Main results showed that one of the main aims of both universities is to get new students registered and have better quality of education. They always take into consideration the quality audit, control, and ranking, which allow them to be ranked from the top universities in Lebanon. One University has been accredited in 2015, which makes it necessary to follow up with the quality control; the second university is still working on getting accredited.
The study concluded with recommendations addressed to private universities in Lebanon.
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Oweini, Ahmad A. "How Students Coped with the War: The Experience of Lebanon." Journal of Higher Education 69, no. 4 (July 1998): 406. http://dx.doi.org/10.2307/2649272.
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HAMADE, Layal. "THE DIGITAL MOVE TOWARDS ONLINE LEARNING IN LEBANON." Business Excellence and Management S.I., no. 1 (October 15, 2020): 214–32. http://dx.doi.org/10.24818/beman/2020.s.i.1-17.
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Face-to-face learning has always been the primary way of education in Middle East. However, some countries such as Jordan, Saudi Arabia, UAE and others decided to adopt some learning management platforms to provide dual programs online. On the other hand, Lebanon is still in its early stages as it was adopted by Ministry of Education in mid-2020 due to the spread Covid-19. In addition, utilizing online learning platforms suffer from many challenges such as accreditation, culture, cost, etc. To study students' satisfaction regarding technology use, level of interaction, types of questions, training, and online sessions and recorded voice-over slides, a survey was distributed to 609 Lebanese students attending different universities. It showed that institutions mainly used Moodle, Google Classroom, and Zoom. There was a comparable rate of satisfaction between Google and Moodle platforms; however, a lower rate with Zoom.
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Doumit, Myrna A. A., Laila F. Farhood, and Carmen Hamady. "Focus Groups Investigating Mental Health Attitudes and Beliefs of Parents and Teachers in South Lebanon: Are They Culturally Determined?" Journal of Transcultural Nursing 29, no. 3 (March 26, 2017): 240–48. http://dx.doi.org/10.1177/1043659617700958.
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Introduction: The wars that Lebanon had endured led to a devastating number of deaths, injuries, and displacements. Such tragedies have detrimentally affected its civilians psychologically. Purpose: To identify knowledge, attitudes, and practices of teachers and parents concerning child/adolescent mental health. Method: Using purposeful sampling, five focus groups were conducted with teachers and parents of students from elementary, middle, and secondary levels in two private hub schools in South Lebanon. Results: A total of 27 teachers and 18 parents participated separately in focus groups. Three themes emerged: (a) Mental health care is a priority for overall health, (b) Mental illness is a cultural taboo, and (c) There is a need for better education and cultural understanding about mental health. Discussion: This is the first study in Lebanon directly targeted at parents’ and teachers’ mental health concerns. Such findings will add to transcultural nursing knowledge about the importance of mental health care.
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Diab, Rula L. "University students’ beliefs about learning English and French in Lebanon." System 34, no. 1 (March 2006): 80–96. http://dx.doi.org/10.1016/j.system.2005.06.014.
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Baytiyeh, Hoda. "Has the Educational System in Lebanon Contributed to the Growing Sectarian Divisions?" Education and Urban Society 49, no. 5 (April 19, 2016): 546–59. http://dx.doi.org/10.1177/0013124516645163.
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The sectarian structure of the Lebanese political system has contributed to periods of sectarian violence and wars over the past four decades. This article highlights the origin of sectarianism in Lebanon and discusses how public and religious schools in the country have reinforced sectarian divisions in the Lebanese society. This is a conceptual article showing that the existing poor educational policies and approaches have de-emphasized national identity and permitted the establishment of religiously segregated schools leading to the growth of sectarian divisions among the Lebanese communities. Better educational approaches are thus necessary for the creation of responsible and socially aware citizens, as well as a culture of tolerance within the country. The article proposes educational reforms, such as the greater implementation of citizenship education, the diversification of school communities, and the promotion of interaction among students from different religious backgrounds as an effective strategy that can build social cohesion and reduce future sectarian violence in Lebanon. As Lebanon is highly susceptible to regional and internal political crises, a long-term educational strategy must be developed to protect children from future hazards of sectarian hatred and violence.
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Helou, Mariana C., and Salim M. Adib. "Primary health problems in rural school children in Lebanon." International Journal Of Community Medicine And Public Health 4, no. 5 (April 24, 2017): 1442. http://dx.doi.org/10.18203/2394-6040.ijcmph20171753.
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Background: Primary health problems among school children are rarely disaggregated between urban and rural areas. This report describes findings in children examined during school health visits in a rural region in South Lebanon. Methods: Medical visits were carried out in four public schools in the Qana region, district of Sour, between December 2007 and May 2008. Results: A total number of 887 students were examined. Age varied between 4 and 16 years old. The majority (78%) had a normal weight for their age. Around 7.1 % of males and 3.5 % of females were considered obese for their age. The most frequent abnormality found was dental caries (59%). In addition, 14% of students had cerumen earplugs, and 3.6% had untreated defective visual acuity. Cases of pediculosis (n=62) were found in just one school, indicating a local outbreak of limited scope. Conclusions: There were only minor differences between health problems in this rural area and those measured in an urban area 10 years earlier. Dental problems continued to be predominant. In future campaigns, health education sessions should be conducted about personal hygiene and adequate nutrition with students, teachers and/or parents, in parallel to conducting the medical visits.
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Kalaajieh, W. K., and A. C. Rima. "[Oral health behaviour among schoolchildren in north Lebanon]." Eastern Mediterranean Health Journal 6, no. 5-6 (December 15, 2000): 987–92. http://dx.doi.org/10.26719/2000.6.5-6.987.
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We conducted a study of the state of oral health among 600 twelve-year-old schoolchildren in North Lebanon. We assessed the range of behaviours linked to dental health: dental hygiene, eating habits, use of fluoride and use of dental health services. Half of the students brushed their teeth at least once a day. For 74% of the children, it was mainly their mothers who taught them how to brush their teeth. Toothbrushes and toothpaste were used by 75% of the children. About 82% had heard of fluoride but only 58% understood its usefulness. Four out of five children drank sugared drinks on a daily basis and 83% said that they had never been to the dentist. The information can serve as a basis for the development and implementation of health promotion and education programmes for oral health within schools.
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Ismail, Fadia. "The utilization of Social Media in marketing the Lebanese Higher Education institutions." SHS Web of Conferences 111 (2021): 01004. http://dx.doi.org/10.1051/shsconf/202111101004.
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In today’s competitive environment, it is significant to develop a strong community that retains existing customers and attracts new ones. Higher education institutions in Lebanon, given the pandemic, are shifting to online platforms to market their services. The article explains how HEIs in Lebanon use social media as a way of engaging and communicating with stakeholders. Using a questionnaire targeting the marketing department of the Lebanese HEIs, managerial and marketing implications will be presented to explain the promotional implications of using social media and its challenges. The findings showed that most Lebanese higher educational institutions are utilizing social media strategies when planning their marketing efforts, due to the fear of losing control of its reputation and the limited budget allocated for these efforts. Moreover, they have a limited understanding of its value and its implications and, thus, use it solely for communication purposes with their current and potential students, rather than showing what they do as research centers.
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Vrontis, Demetris, Sam El Nemar, Ammar Ouwaida, and S. M. Riad Shams. "The impact of social media on international student recruitment: the case of Lebanon." Journal of International Education in Business 11, no. 1 (May 8, 2018): 79–103. http://dx.doi.org/10.1108/jieb-05-2017-0020.
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PurposeThe purpose of this study is to understand and accentuate the value of social media in international student recruitment in Lebanese higher education institutions (HEIs). This study analyses the significance of social media and the changes occurring in the means of communicating with the potential international students, with an aim to understand how the HEIs could adapt with the changes to implement a model of engagement to include social media as a fundamental constituent of the Lebanese HEIs’ international student recruitment strategy.Design/methodology/approachThe researchers carried out a study through quantitative descriptive approach by using a probabilistic simple random sample and a self-administered questionnaire on 230 international students from several universities and colleges in Lebanon as a data collection method.FindingsThe findings demonstrated a certain level of engagement in social media networks from the part of the students during their search for college or university and course information. Research showed that international students still prefer the traditional sources, apart from social media, during their search. Among traditional media sources, friend, family and university website were the highest in ranking. Among social media sources, Facebook, Instagram, Google+ and YouTube showed the highest ranks. Most students have, indeed, contacted a friend or a university staff for university course information by using social media sites.Practical implicationsFor managerial practice, this is an incentive for institutions of higher education to re-evaluate and assess the effective impact of social media on the recruitment of international students and to regulate their social media marketing strategies. For research in international education, the insights of this study are useful to explore further research avenues in the area of capacity building for business innovation, marketing and quality assurance in higher education in the cross-cultural context.Originality/valueThis study offers insights on the implications of social media for international student recruitment strategies in a particular Lebanese context of HEIs.
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Kassem, Ali. "The Modernization of the Hawza?" Contemporary Arab Affairs 11, no. 4 (December 2018): 83–110. http://dx.doi.org/10.1525/caa.2018.114005.
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A hawza is the establishment responsible for the training of Shia Islam’s imams, preachers, professors, and researchers. For hundreds of years, its educational model has involved the teaching of Fikh,Usul, philosophy, Quranic studies and Arabic language. Over the past few decades, the social sciences—the systematic study of man and society which had emerged in the West—have been slowly making their way into these institutions, alongside a number of other changes. This article investigates, qualitatively, the religious training of Shia men of religion in Lebanon in order to explore the changes taking place within this institution. Based on a triangulation of participant observation, interviews with professors, students, and stakeholders, as well as content analysis of certain course material, it claims a hawza in metamorphosis. While structural and material alterations have straightforwardly made their way into the institution, content and curricular ones have faced more difficulty. These changes reveal plenty about both Islamic education and Shia Islam in Lebanon’s public sphere. Additionally, the article raises questions and insights regarding decolonial theory, Lebanon’s future, and the geopolitics of the Arab world.
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Hamdar, Bassam Charif, Aline Sawama, and Zeinab Hamdar. "The Economics of Education in Lebanon: Implications for a Brighter Future for Lebanese Students." Journal of Economics and Public Finance 3, no. 2 (March 17, 2017): 129. http://dx.doi.org/10.22158/jepf.v3n2p129.
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<p><em>Choosing to enrol in a university and earn a degree is a decision that all high school graduates have to face. The options and opportunities available in the work field are too diverse and each student has to make a decision, whether to enrol in a university or not. The decision is based on a cost-benefit method, which transforms the pursuance of higher education into an economic matter. Therefore, after finishing high school, a student will utilize a cost-benefit procedure to arrive at the right decision. This leads to the serious question; do the benefits of university education outweigh the costs for Lebanese students? To answer this question a survey comprised of 1000 questionnaires along with ten hypotheses to be tested and analysed was adopted. Responses were divided into two groups. Some believed that, university education is a necessity and considered it as important as school itself for the growth, maturity, and the bright future of each person. Others, however, thought that it is a disadvantage not to enrol in a university and pursue higher education. Based on the results of this paper, a high percentage of Lebanese believe that the university offers an added value, and it is important for employment in the country. However, 53% believe that a non-graduate can perform the same job as a graduate, and finally, 60% believe that skills are more important than a degree when recruiting a new employee. Therefore, it is quite clear that university education is a necessary condition but not a sufficient one to guarantee a successful career. Hence, university education is as important as job experience and skills that add to the person’s assets.</em></p>
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Marques, Cátia, Maria Do Céu Taveira, Mayssah El Nayal, Ana Daniela Silva, and Valdiney Gouveia. "Life Values Among Lebanese and Portuguese College Students." Journal of International Students 10, no. 1 (February 15, 2020): 159–80. http://dx.doi.org/10.32674/jis.v10i1.760.
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This study aims to test the applicability of the functional theory of life values and score differences among a group of students from Lebanon and Portugal. Participants include 565 college students—278 Lebanese and 287 Portuguese. A demographic questionnaire and an adapted version of the Basic Values Survey were completed. Confirmatory/multigroup factor analysis, a generalized Procrustes analysis, and a t test were used. Results indicate that content and structure hypotheses were equivalent among the two groups. There were significant differences between the Lebanese and Portuguese students in normative and promotion values in favor of the first group, and in interactive, suprapersonal, and excitement values in favor of the second. This study has implications for institutional academic and social practices with international college students.
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Majzoub, Salam, and Mehmet Aga. "Characterizing the Gap between Accounting Education and Practice: Evidence from Lebanon." International Journal of Business and Management 10, no. 12 (November 19, 2015): 127. http://dx.doi.org/10.5539/ijbm.v10n12p127.
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<p>Over the past few decades, there has been a widening gap between accounting education and accounting practice. In this article, we present a novel framework that aims to understand this gap by analyzing the accounting educational system and profession from the perspective of the International Accounting Education Standards (IAES). We further consider Lebanon as a case study for thoroughly investigating the accounting educational system and characterizing the gap.</p><p> This study is the first of its kind in analyzing the five main groups of stakeholders in this system (fresh graduates, employees, professors, department heads, and employers) and comparing their perspectives about the competencies of accounting graduates. As part of our framework, we introduce a model that captures the interactions between the various stakeholders of the accounting educational and professional system. We then thoroughly probe the various components of this model theoretically, as well as through qualitative and quantitative studies.</p>Our findings show that while, theoretically, the accounting curriculum incorporates the competencies stipulated by the IAES, in practice, there is a large gap in how the various stakeholders assess the proficiencies of fresh accounting graduates in these competencies. Alarmingly, employers believe that accounting graduates lack the required technical competencies for the job market, while professors, department heads, and students believe that fresh graduates have acquired the required competencies by the time of graduation. In this paper, we investigate the reasons for this gap, characterize it in details, and propose recommendations for bridging it.
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Adelman, Elizabeth. "When the Personal Becomes the Professional: Exploring the Lived Experiences of Syrian Refugee Educators." Special Issue on Refugee Education 5, no. 1 (December 2019): 94–122. http://dx.doi.org/10.33682/dkey-2388.
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Teachers play a central role in supporting students whose lives have been disrupted by crisis, yet the teachers providing education to refugee students often are refugees themselves. This article explores how being a teacher influences the experience of being a refugee and, conversely, how the experience of being a refugee influences the teacher’s role. I present portraits of two Syrian educators living as refugees in Lebanon who are working to educate refugee students. I find that that these two educators struggle to balance their teaching obligations with the realities of living as refugees themselves. While global frameworks depict refugee educators as having the power to prepare a new generation of Syrian students, these educators feel powerless to transcend the social, economic, and political barriers constructed around them in Lebanon. In their personal lives, these educators struggle with a loss of hope and psychological exhaustion, yet they are expected, and expect themselves, to project hopefulness and psychological strength in the classroom. While the educators welcome the opportunity to reclaim a professional identity, their work often leaves them with a sense of frustration and loss. These findings support the need to improve the support provided refugee teachers.
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Bou Zeid, Maria, and Jessica R. El-Khoury. "Challenges of Media Ethics Education in Lebanon in the Midst of Political and Economic Pressure." Journalism & Mass Communication Educator 75, no. 3 (December 31, 2019): 275–90. http://dx.doi.org/10.1177/1077695819895681.
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The Lebanese media sector has played a pioneering role in the Arab world due to its free and diverse system. However, the lack of professional and ethical structures in journalistic practices can be attributed to political and economic pressures. Through both a quantitative and qualitative methodology, this study contributes to the complex boundaries of the Lebanese media landscape that make the gap between media ethics education and real-world pressures in need of sustained analysis. This research aims to explore the challenges media ethics education in Lebanon faces, along with the perceptions formed by media students about journalistic practices and the application of moral reasoning in the field. In addition, the study investigates whether media ethics courses prepare students for settling moral dilemmas in the professional arena. To address the multiple factors affecting ethics education, it is significant to understand the relationship between journalists and power, democratic norms, technological change, global community, and academic critiques. Survey and focus groups results indicated that the majority of students rated moral reasoning as important for their future media professions, and that the media ethics course prepares them for professional life. On the other hand, the majority believe that the corrupt system in Lebanon makes journalists resort to unethical practices which in turn compromise journalists’ credibility and integrity. Students consider that journalists have power as the so-called fourth estate, yet that power seems minimal when journalists lack the freedom to write facts without fear from editors and/or gatekeepers’ political views, economic pressure, and on-the-job demands, placing journalistic integrity again at stake.
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Gillespie-Lynch, Kristen, Nidal Daou, Maria-Jose Sanchez-Ruiz, Steven K. Kapp, Rita Obeid, Patricia J. Brooks, Fumio Someki, Nava Silton, and Rudy Abi-Habib. "Factors underlying cross-cultural differences in stigma toward autism among college students in Lebanon and the United States." Autism 23, no. 8 (April 3, 2019): 1993–2006. http://dx.doi.org/10.1177/1362361318823550.
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Although stigma negatively impacts autistic people globally, the degree of stigma varies across cultures. Prior research suggests that stigma may be higher in cultures with more collectivistic orientations. This study aimed to identify cultural values and other individual differences that contribute to cross-cultural differences in autism stigma (assessed with a social distance scale) between college students in Lebanon ( n = 556) and those in the United States ( n = 520). Replicating prior work, stigma was lower in women than men and in the United States relative to Lebanon. Heightened autism knowledge, quality of contact with autistic people, openness to experience, and reduced acceptance of inequality predicted lower stigma. Collectivism was not associated with heightened stigma. Findings highlight the need to address structural inequalities, combat harmful misconceptions, and foster positive contact to combat stigma.
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Aoun, Malak, and Nour El Amine. "Maintaining Service Quality in Remote Teaching Environment: Case of Lebanese International University." Responsible Education, Learning and Teaching in Emerging Economies 3, no. 1 (June 30, 2021): 1–13. http://dx.doi.org/10.26710/relate.v3i1.1770.
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Purpose: The shift from traditional face-to-face classes to virtual classrooms in response to Covid 19 pandemic has affected the higher education sector worldwide, including Lebanon. Among all private universities in Lebanon, the Lebanese International University (LIU) is the largest in terms of enrolment, which enroll 30% of higher education students in the country. Therefore, this study evaluates the LIU experience in remote teaching. After completing three consecutive online semesters, it was essential to measure to which extent did the remote instructor performance affected the educational service quality at LIU.
Methodology: By the end of the Fall 2021 semester, a cross-sectional online survey was conducted among students at the School of Business and a total of 450 usable responses pertaining to undergraduate students were considered for data analysis.
Findings: Using SPSS Software, the validity and reliability of the questionnaire has been verified and results showed that remote instructors’ performance has a significant and strong positive correlation with all dimensions of service quality; highest for reliability and lowest for tangible. Moreover, regression analysis results showed that 81.5 % of the variance in service quality scores can be predicted from the remote instructors’ performance.
Suggestions: Future studies could collect data in a longitudinal manner and include a more representative student sample of the university students.
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Fuddah, Hanin, and Samar Zeitoun. "Health Knowledge, Attitudes, Practices, and Beliefs of Lebanese and Palestinian School Children in Lebanon." Journal of Education and Learning 6, no. 1 (December 7, 2016): 227. http://dx.doi.org/10.5539/jel.v6n1p227.
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The indicators for health risk factors among school children in Lebanon associated with increased mortality and morbidity were higher than the global percentage based on WHO (2014) statistics. Knowing that the Ministry of Education in Lebanon has been trying to include health education in the national school curriculum since the last reform in 1997, this qualitative exploratory study analyzed the students’ arguments resulting from focus group discussions to identify their level of knowledge, attitudes and perceptions and to provide suggestions for improving the national textbooks and teaching practices. Data were collected through focus group discussions with grade 5 students in 2 schools: Lebanese public school and UNRWA Palestinian School. The content analysis technique was used to perform the analysis and interpretation of data. Data was coded based on criteria from the Rational Model as well as the Health Belief Model. The study found, among other things, that students in both schools acquired the knowledge present in the textbooks about the benefits of balanced nutrition but they gave inaccurate and incomplete justifications with no scientific reasoning. Regarding attitudes, they show negative attitudes toward prefer unhealthy food over healthy ones. Some of their practices were healthy but unhealthy snacks, skipping breakfast, drinking big amounts of soft drinks were prevalent. The arguments of the students in both schools also showed some social related practices as related to the opinions, behavior, advice, and support of the people surrounding students influence their feelings and behavior, and the students have a reciprocal effect on those people.
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Orr, Mike, and Samer Annous. "There is no Alternative! Student Perceptions of Learning in a Second Language in Lebanon." Journal of Language and Education 4, no. 1 (March 31, 2018): 79–91. http://dx.doi.org/10.17323/2411-7390-2018-4-1-79-91.
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Since 1997, children in Lebanese state schools are taught most of the curriculum in English or French. The children’s first language, Arabic, may be used even less in private schools, which educate 70% of children. In many countries, mother tongue education is seen as a right but in Lebanon it is taken for granted that children are taught in English or French. Written opinions were collected from seventy-five university students who were asked about the language in education policy. The results of a thematic analysis were discussed with a focus group of eight students. Findings point to a widespread acceptance of the policy, partly based on an underlying belief in the unsuitability of Arabic for the 21st century and a perception that the Lebanese are culturally predisposed to learn languages. Using the concept of linguistic imperialism, we discuss these results with reference to French colonialism and the global spread of English medium instruction. We also use a critical definition of ideology to discuss how a discourse in favour of the language in education policy, which actually favours the interests of the Lebanese elite, has been internalised by the students who see emigration as their only future.
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Khattab, Farah. "Developing a Service Quality Model for Private Higher Education Institutions in Lebanon." GATR Journal of Management and Marketing Review 3, no. 1 (February 9, 2018): 24–33. http://dx.doi.org/10.35609/jmmr.2018.3.1(4).
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Objective - The objective of this study is to identify and implement the most suitable and prominent dimensions for service quality, which is key for the development of a successful model. Within a competitive academic environment, Lebanese higher education institutions are forced to develop their own dimensions of service quality and offer higher quality services than their competitors. Therefore, identifying the key dimensions of service quality in the Lebanese higher education sector is a priority for universities, to improve their overall services and maintain high levels of retention. The foremost condition to success is a well-developed service quality assessment process to evaluate university services. This paper aims to investigate the most effective service quality assessment tool for Lebanese universities, in addition to the corresponding dimensions of service quality and their impact on the satisfaction of the students. Methodology/Technique - This study undertakes a comprehensive review of recent studies dealing with different aspects of service quality models and the corresponding service quality dimensions are presented and discussed. Considering the proved and established qualities and capabilities of the SERVQUAL model and the urgent need for service quality assessment for private higher education institutions in Lebanon, a modified SERVQUAL model with seven dimensions is proposed and highlighted as a potential model for assessing service quality in the Lebanese higher education sector. Findings - Based on the comprehensive literature review carried out, it was noted that the SERVQUAL instrument is the most prominent model used in recent investigations to assess service quality in the higher education sector. Novelty - Choosing the proper and the most influential service quality model is one of the crucial challenges faced in higher education. Type of Paper: Review. Keywords: Service Quality; Quality Dimensions; Service Model; Customer Satisfaction; Lebanese Higher Education. JEL Classification:
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Nimer, Maissam, and Çetin Çelik. "Social justice or ‘human capital’ development through higher education: experiences of scholarship students in Lebanon." International Studies in Sociology of Education 29, no. 4 (October 4, 2019): 366–84. http://dx.doi.org/10.1080/09620214.2019.1672574.
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Shuayb, M. "The Art of Inclusive Exclusions: Educating the Palestinian Refugee Students in Lebanon." Refugee Survey Quarterly 33, no. 2 (March 21, 2014): 20–37. http://dx.doi.org/10.1093/rsq/hdu002.
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Yaghi, Hussein M. "Pre-University Students' Attitudes toward Computers: An International Perspective." Journal of Educational Computing Research 16, no. 3 (April 1997): 237–49. http://dx.doi.org/10.2190/x668-lxe1-4x00-parw.
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This study investigates the attitudes of school students toward computers using the Bath County Computer Attitudes Scale and a sample of 644 students in Lebanon. The properties of the scale were explored in relation to a cultural environment that was not investigated before. The reliability and factor analysis of the scale were reported and compared with the findings of other studies that were conducted in other countries using the same scale. In addition, factorial analysis of variance procedure was conducted to investigate the effect of gender and home ownership of computers on students' attitudes. Differences in the means of students' attitudes who used computers differently or received different computer training were compared.
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Dabaja, Tharwat, and Barend Vlaardingerbroek. "To Brevet or Not to Brevet: Lebanon Contemplates Abandoning the Middle-Secondary Examination." International Journal of Educational Reform 27, no. 4 (September 2018): 396–407. http://dx.doi.org/10.1177/105678791802700405.
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The Lebanese government in 2016 was presented with a proposal to abandon the middle-secondary Brevet examination. The Brevet acts as a filter for the upper secondary tier and channels considerable numbers of students into technical/vocational education. This article discusses the likely impact of the abolition of this public examination and presents data compiled from a survey of student views. The authors argue that the fundamental problem plaguing Lebanese education is its poor articulation with the labor market and warn against abolishing the Brevet unless the move is part of a package of reforms aimed at rectifying this dysfunctional interface.
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Womack, Deanna Ferree. "Lubnani,Libanais, Lebanese: Missionary Education, Language Policy and Identity Formation in Modern Lebanon." Studies in World Christianity 18, no. 1 (April 2012): 4–20. http://dx.doi.org/10.3366/swc.2012.0003.
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This article examines language instruction and religious and socio-political identity formation in nineteenth- and early twentieth-century American Protestant and French Jesuit missionary institutions in Lebanon. It compares French, English and Arabic language education policies at Saint Joseph University (Université Saint-Joseph), Syrian Protestant College (now the American University in Beirut) and the American Syria Mission schools under the American Board of Commissioners for Foreign Missions and the Board of Foreign Missions of the Presbyterian Church in the USA. The article considers the mutual transformations in the encounter between missionaries and Lebanese students and addresses the relationship between language learning and educational, literary and nationalist development in the Middle East. Emphasising the agency of Arabic-speaking Ottoman subjects and their reciprocal relationship with missionaries, it argues that before the turn of the century, those individuals who acquired a foreign language and excelled in literary Arabic charted the course toward social, cultural and political change in the twentieth century.
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Baytiyeh, Hoda. "Students' Use of Mobile Technologies." International Journal of Information and Communication Technology Education 14, no. 1 (January 2018): 73–85. http://dx.doi.org/10.4018/ijicte.2018010106.
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Mobile technologies are all-pervasive in the current digital generation, and college students rely on their mobile phones to communicate on a daily basis. In the midst of the myriad of applications available to download on the mobile, some tools have become more well-known and more often adopted than others. An example of such a tool is WhatsApp, which gains an increasing, widespread number of users on a daily basis, particularly in the Middle East region. The present study investigated college students' use of WhatsApp as a communication tool, and used Lebanon as a case study. A qualitative research design was implemented to understand the perceptions of college students vis-à-vis WhatsApp, and to investigate the motivational factors behind the popularity of this communication tool. The results revealed four themes: simplicity for discussion and coordination, cost-effectiveness, immediacy and sense of belonging.
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Akel, Marwan El, Mohamad Rahal, Mariam Dabbous, Nisreen Mourad, Ahmad Dimassi, and Fouad Sakr. "Experiential Education in Pharmacy Curriculum: The Lebanese International University Model." Pharmacy 9, no. 1 (December 29, 2020): 5. http://dx.doi.org/10.3390/pharmacy9010005.
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Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International University (LIU) 5-year bachelor of pharmacy (BPharm) and postgraduate doctor of pharmacy (PharmD) programs; focuses on the opportunities and challenges encountered; and presents a model for experiential education in Lebanon. Learning outcomes and thus students’ acquisition of predefined competencies are evaluated in actual practice settings through assessment tools. Our experiential education program aligns with the accreditation/certification criteria set by the Accreditation Council for Pharmacy Education (ACPE) and equips future pharmacists with the knowledge and skills to become major components in the healthcare team.
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Aouad, Jennifer, and Fabio Bento. "A Complexity Perspective on Parent–Teacher Collaboration in Special Education: Narratives from the Field in Lebanon." Journal of Open Innovation: Technology, Market, and Complexity 6, no. 1 (December 31, 2019): 4. http://dx.doi.org/10.3390/joitmc6010004.
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Several studies have highlighted the importance of parent–teacher collaboration (PTC) in special education (SE). In Lebanon, there is a widespread perception among practitioners that out of many educational challenges facing SE organizations, there is the need to consolidate successful parent–teacher partnerships. We contribute to research on PTC by applying a conceptual framework from complexity science to investigate the interaction between teachers and parents in one SE organization in Lebanon. The interaction between teachers (internal agents) and parents (external agents) constitute an important dimension of the information flow between the school and its surrounding environment. We follow a narrative approach aiming at grasping the temporal dimension of teachers’ experience related to interacting with parents. Findings from this study indicate that teachers play an important role in sensing educational challenges and reaching out for a collaboration. However, although they gain access to valuable information regarding students’ background and social environment, several organizational factors restrain internal knowledge-sharing and communication about innovative practices. Teachers’ narratives depict learning on an individual level, but organizational barriers in the form of negative feedback loops for knowledge-sharing at the organizational level. This study recommends facilitating adaptive processes deriving from PTC. This demands positive feedback loops that facilitate behavioral variation, open communication, and thereby the exploration of innovative practices.
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Champin, Pierre Antoine, Hicham El Khoury, Charbel Obeid, and Christine Lahoud. "Conceptual Clustering of University Graduate Students Trajectories Using Formal Concept Analysis: a Case Study in Lebanon." International Journal of Continuing Engineering Education and Life-Long Learning 30, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijceell.2020.10027147.
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Obeid, Charbel, Christine Lahoud, Hicham El Khoury, and Pierre Antoine Champin. "Conceptual clustering of university graduate students' trajectories using formal concept analysis: a case study in Lebanon." International Journal of Continuing Engineering Education and Life-Long Learning 30, no. 3 (2020): 295. http://dx.doi.org/10.1504/ijceell.2020.108541.
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Kelcey, Jo, and Samira Chatila. "Increasing Inclusion or Furthering Fragmentation? How the Global Strategy to Include Refugees in National Education Systems Has Been Implemented in Lebanon." Refuge: Canada's Journal on Refugees 36, no. 2 (December 18, 2020): 9–19. http://dx.doi.org/10.25071/1920-7336.40713.
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The UNHCR strategy to include refugee students in host state education systems is intended to promote refugees’ access to quality education. However, numbers of out-of-school refugees far exceed the global average. To understand these persistent barriers, we examine how Lebanese teachers and school principals understand and enact inclusion for school-age Syrian refugees. We find that inclusion has been pursued in ways that reproduce education inequities in Lebanon. Our findings underscore the importance of account- ing for the internal complexities that shape the implementation and appropriation of policies within refugee host states and the ways in which these complexities interact with aid structures.
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El-Daghar, Khaled. "Critical Thinking and Collaborative Problem-Solving for Improving Education Performance – Case Study Thermal Retrofit to Ensure Health and Wellbeing of Historic Built Environment in Lebanon." International Journal of Environmental Science & Sustainable Development 5, no. 1 (July 1, 2020): 37. http://dx.doi.org/10.21625/essd.v5i1.716.
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The global ecological crisis is an indispensable issue that needs to be solved. The importance of developing critical thinking and communication skills in teaching-learning methods will help to enhance education performance; as well, the students would become informed participants in environmental decision-making. Lebanon is suffering from multiple ecological problems due to the environmental mismanagement, particularly energy problems. For this reason, training the Lebanese students mainly in architecture schools should to think critically about environmental issues, and using collaborative problem-solving as one of teaching-learning methods and techniques, which will be directly reflected in finding solutions to the problem under investigation. The researcher aims to experiment and apply this method in a history of architecture class at faculty of architecture, to improve the environmental quality of health and wellbeing in historical built environment. This will increase the awareness for conservation aspects of architectural heritage in students, on the one hand. In addition to spread the spirit of teamwork, to facilitate the concept of integrated design process between the different disciplines when practicing professional life, on the other hand. Therefore, the study aims to produce a new methodology for integrating teaching-learning method in architecture, presenting various international attempts of thermal retrofit in historical built environment, guiding the architectural students to follow the same approach of such projects, which will save energy in a country that has a major problem in electricity. The case study is based on a real problem in a realistic situation in Tripoli old Souks at north Lebanon, in which the instructor and the students will analyze and propose some solutions of building thermal retrofit within this historical context, using collaborative problem-solving strategy that could clarifying its reversal extent on the validity of health and wellbeing with the continuity of conserving the architectural heritage.
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Hariz Khaddaj, Zeina, and Dalal Moukarzel. "Principals’ and Teachers’ Perceptions of Math Education in Single-sex versus Co-educational Schools in Beirut – Lebanon." Lebanese Science Journal 19, no. 3 (December 27, 2018): 486–507. http://dx.doi.org/10.22453/lsj-019.3.486507.
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The purpose of thismixedstudy was to explore school principalsand teachers’ perceptions about (a) students’ performance in mathematics in single-sex versusco-educational schoolsin Lebanon,(b) instructional methods used according to student gender, and (c)the effect ofteachers’ gender onstudents’ behavior.Quantitativeand qualitative data were collectedto validatethe results found. The sample consistedofnine public school principals and seventeenteachers.Three instruments were used for data triangulation: an interview with principals,a surveycompleted by teachers, and a classroom observation grid;the surveywas piloted prior utilizing it and its analysispassed through an expert panel to secure itsvalidity and reliability.Results showed that students performance was not affected by the gender of the classes or schools as per the principals and teachers feedback; however, other factors such as classroom size, parental involvement, boys versus girls’concentration in class, parents’carelessness, and girls’socioand cultural economic backgroundwere of concern to the participants in the study . We also found that principals and teachers did notwrite different lesson plans based on gender in class; moreover, based on the principals’ interviews and classroom observations, female teachers were more tolerant than male teachers towards disruptive behavior.Recommendationsfor further studies were suggested as to investigate students’ perceptions towards mathematics in both types of schooling.
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Zein, Rana, Hani Lababidi, and Maysoun Dimashkieh. "Exploring the use of social networking tools among Lebanese students." Global Journal of Information Technology: Emerging Technologies 7, no. 1 (June 27, 2017): 23–32. http://dx.doi.org/10.18844/gjit.v7i1.1936.
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AbstractDuring the last decade, Social Networking (SN) tools have become increasingly popular and are now an important part of our daily lives. SN tools can be brought into the classroom to bear on some of the challenges the faculty face in enabling students to succeed in their education. This study explores various SN tools used by high school students in Lebanon. It gives insight into students’ suggestions and ideas for various formal learning tasks using SN tools that might be beneficial for teaching and learning. Lebanese students were found to use SN applications in their daily lives extensively, for communication, socialization and various formats of formal and informal learning. The most widely used app was the WhatsApp Instant Messenger.
Keywords: social networking tools, formal learning, informal learning.
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Madrigal, José. "Social impact of community projects in Mediterranean schools of architecture." Facta universitatis - series: Architecture and Civil Engineering 14, no. 1 (2016): 21–46. http://dx.doi.org/10.2298/fuace1601021m.
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Star system architect concept was promoted by the media and the society during the last decades. Image culture helped to it, where the most ?iconic? works and designs were continuously published. So many Universities saw how the number of students of Architecture was growing up and new Schools of Architecture arose. Recent economic crises in Europe and other countries helped to go back to an important question: what is the role of the architect within the society? It was an excellent opportunity to understand the Architectural education as the reflection of the society from a territorial and urban point of view. Community projects developed within the Architecture curricula helped to get a comprehensive high education levels, especially in the final years of the program. Transformative pedagogies applied to urban planning and architectural design courses bring up the social role of the architect to the students. Practical exercises are proposed, where the final result is even positive for an eventual social extrapolation. The paper presents us the community projects experiences related to urban design in two different Mediterranean schools of Architecture, one of them in Italy and the last two ones in Lebanon. In the first case the students were invited to reflect on improving the quality of life of the citizenship and the tourists visiting Liguria region in Italy. Proposals for joining efforts among the several municipalities and developing new territorial models are done. The second case study shows us two initiatives for the students, developing proposals for UNHABITAT program and municipalities in southern Lebanon and a proposal for regenerating river lines in Byblos, within the 100 resilient cities program powered by Rockefeller Foundation. Finally, the paper presents the new project is being developed currently by American University of Cyprus, about Arabahmet and Karamanzade sectors in Nicosia.
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Maddah, Diana, Youssra Saab, Hani Safadi, Nermine Abi Farraj, Zeinab Hassan, Sophia Turner, Lina Echeverri, Nael H. Alami, Tamar Kababian-Khasholian, and Pascale Salameh. "The first life skills intervention to enhance well-being amongst university students in the Arab world: ‘Khotwa’ pilot study." Health Psychology Open 8, no. 1 (January 2021): 205510292110169. http://dx.doi.org/10.1177/20551029211016955.
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Although Life Skills programs showed to improve the psychological and physical wellbeing of individuals, little attention has been paid, worldwide and in the Arab countries in specific to implementing life skills intervention for university students. In this study, we tested the effectiveness of a life skills based health promotion intervention KHOTWA (STEP) in enhancing the wellbeing of university students in Lebanon, a country that faces economic and political instability. This is a quasi-experimental study, with pre and post-test, intervention-control design. Each group was formed of 78 participants studying in a private university in Lebanon. Mixed design was used to address the process and outcomes objectives of the intervention. The program was carried online due to COVID-19 pandemic. Significant differences were observed between the intervention and the control groups for life skills, dietary habits and mental health scores at the 3-month follow-up. For the intervention group, a significant increase was observed in the mean score of each of the following Life Skills subscales: self-care ( p = 0.001), work and study ( p = 0.013), career and education planning ( p = 0.011) and looking forward/goal settings ( p < 0.001). Students also achieved a healthier eating habit compared to those in the control group by decreasing their consumption of processed food. There was no significant effect in terms of body mass index ( p = 0.827). Also, there was a significant change in the mental health status ( p = 0.012) only in the intervention group as its mean score decreased after 3 months of the intervention implementation. This intervention enhances the mental health and promotes healthy habits leading consequently to a better quality of life and more productivity amongst university students. Therefore, such interventions should be replicated in other similar context to improve university students’ well-being.
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Ghosn-Chelala, Maria. "Exploring sustainable learning and practice of digital citizenship: Education and place-based challenges." Education, Citizenship and Social Justice 14, no. 1 (April 11, 2018): 40–56. http://dx.doi.org/10.1177/1746197918759155.
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Digital citizenship is broadly viewed as the ability to participate effectively in online communities. Since information and communications technology is pivotal to societal participation and development, the role of digital citizenship is significant. Formalizations guiding learning and practice for digital citizenship foster ideals and concepts that are essential to development and participation. Because learning and practice occur within wider political, socioeconomic and educational settings, associated place-based struggles stand to influence their sustainability. These struggles are particularly challenging in developing and post-conflict countries. This article operationalizes notions of sustainable practice and learning for digital citizenship and explores associated challenges within wider environmental settings. Taking Lebanon as a case, data indicate that place-based challenges within socioeconomic, political and educational settings compromise sustainable digital citizenship practice and learning among public school students. Recommendations for moving forward are offered in light of this finding.
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Shediac-Rizkallah, Mona C., Rema A. Afifi Soweid, Tilda M. Farhat, and Joumana Yeretzian. "Adolescent Health-Related Behaviors in Postwar Lebanon: Findings among Students at the American University of Beirut." International Quarterly of Community Health Education 20, no. 2 (July 2000): 115–31. http://dx.doi.org/10.2190/um5g-3ejn-nac1-fg8j.
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Ford, Cassie B., Ha Yeon Kim, Lindsay Brown, J. Lawrence Aber, and Margaret A. Sheridan. "A cognitive assessment tool designed for data collection in the field in low- and middle-income countries." Research in Comparative and International Education 14, no. 1 (February 26, 2019): 141–57. http://dx.doi.org/10.1177/1745499919829217.
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The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measures inhibitory control and working memory. This study presents the theoretical rationale and empirical evidence for tablet-based assessments of EF, the process of administering the RACER assessments. The current sample consists of students in Lebanon (N=1900) and Niger (N=850). The results indicate that individual differences in EF can be assessed by the RACER tablet tasks. Specifically, we demonstrate that EF scores are associated in expected ways with age and that tasks function similarly to what has been observed in high-income countries. The feasibility and utility for researchers, practitioners, and clinicians, of this cognitive assessment tool is discussed.
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Baytiyeh, Hoda, and Mohamad Naja. "The effects of fatalism and denial on earthquake preparedness levels." Disaster Prevention and Management 25, no. 2 (April 4, 2016): 154–67. http://dx.doi.org/10.1108/dpm-07-2015-0168.
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Purpose – The purpose of this paper is to investigate the effects of awareness and beliefs on college students’ preparedness for earthquake risks in Lebanon. Design/methodology/approach – A questionnaire was used to investigate Lebanese college students’ (n=901) perceptions and preparedness for earthquake hazards. Three factors were assessed to determine students’ disaster preparedness (DP): hazard and vulnerability awareness (HVA), fatalistic beliefs (FB) and denial beliefs (DB). Findings – The findings indicate an above average level of earthquake HVA among college students. Although the results do not reflect a high tendency towards DB, participants showed some inclinations to FB. Multiple regression showed that earthquake HVA plays the most important role in determining earthquake preparedness while denial and FB have a negative effect on DP. Fatalism is embedded in Middle Eastern societies, so higher education institutions are urged to increase the preparation knowledge of college students. Originality/value – This study offers a discussion of the interaction of awareness and belief factors and their effects on vulnerable communities.
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Hassan, Karma El, and Rula Kahil. "The Effect of “Living Values: An Educational Program” on Behaviors and Attitudes of Elementary Students in a Private School in Lebanon." Early Childhood Education Journal 33, no. 2 (January 4, 2006): 81–90. http://dx.doi.org/10.1007/s10643-005-0028-0.
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Mozahem, Najib Ali. "Using Learning Management System Activity Data to Predict Student Performance in Face-to-Face Courses." International Journal of Mobile and Blended Learning 12, no. 3 (July 2020): 20–31. http://dx.doi.org/10.4018/ijmbl.2020070102.
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Higher education institutes are increasingly turning their attention to web-based learning management systems. The purpose of this study is to investigate whether data collected from LMS can be used to predict student performance in classrooms that use LMS to supplement face-to-face teaching. Data was collected from eight courses spread across two semesters at a private university in Lebanon. Event history analysis was used to investigate whether the probability of logging in was related to the gender and grade of the students. Results indicate that students with higher grades login more frequently to the LMS, that females login more frequently than males, and that student login activity increases as the semester progresses. As a result, this study shows that login activity can be used to predict the academic performance of students. These findings suggest that educators in traditional face-to-face classes can benefit from educational data mining techniques that are applied to the data collected by learning management systems in order to monitor student performance.
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Zakharia, Zeena. "Getting to “no”: Locating critical peace education within resistance and anti-oppression pedagogy at a Shi’a Islamic school in Lebanon." Research in Comparative and International Education 12, no. 1 (March 2017): 46–63. http://dx.doi.org/10.1177/1745499917698307.
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This paper critically engages observations from a school that was aligned with a resistance movement in Lebanon during a post-war period of sustained political violence (2006–2007). Focusing on the pedagogical practices at one community-centered and community-led Shi’a Islamic urban school, the paper draws on extensive ethnographic data to illustrate how teachers and students, together, negotiated resistance and peace learning through a critical and participatory process at a school whose curricular content, structure, and pedagogy explicitly addressed both direct and structural forms of violence. Drawing on rich, illustrative classroom data, I examine the production and enactment of peace knowledge as resistance to the status quo. This knowledge production does not exclude the performance of militarism and heroic resistance as forms of praxis, creating dissonance for understanding peace education as a field of scholarship and practice. This dissonance, I posit, is critical in forging possibilities for transformative change. The paper brings postcolonial theory into conversation with critical peace education to consider how larger structural, material, and political realities serve to mediate learning processes and value biases in peace research.
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Ghosn-Chelala, Maria, and Wessam Al-Chibani. "Screencasting: supportive feedback for EFL remedial writing students." International Journal of Information and Learning Technology 35, no. 3 (June 4, 2018): 146–59. http://dx.doi.org/10.1108/ijilt-08-2017-0075.
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Purpose The purpose of this paper is to explore screencasting as a computer-mediated feedback approach for Arabic native (L1) speakers taking an English as a foreign language (EFL) college remedial writing class. Design/methodology/approach This case study focused on an EFL remedial writing class consisting of eight Lebanese, Arabic L1 students at a private university in Lebanon. Students received screencast feedback through Jing® for one essay intended to assist them with subsequent revision. The multimodal screencast videos included indirect corrections, annotations, and oral commentary guided by a rubric. Students then completed a perspectives survey on screencast feedback. The instructor also led an informal group discussion to allow for further elaboration of students’ responses. Findings Students reported that screencasting’s multimodality provided for better engagement and support of learning preferences. They also perceived screencast feedback to be clearer and more useful than traditional written feedback. Research limitations/implications This study applied screencasting to address feedback challenges pertaining to clarity, learning preferences, and engagement. As this was a classroom case study, further research using a larger sample is recommended. Originality/value The aim of research into computer-mediated human feedback is to address such challenges as increasing student engagement, improving clarity, and responding to students’ preferences. Studies of screencast feedback have been few, particularly for EFL writing students. A survey of the literature indicates the need to explore contextualized classroom feedback case studies and approaches to enhance feedback.
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Akel, Marwan, Iqbal Fahs, Pascale Salameh, and Emmanuelle Godeau. "Are Lebanese schools adopting a health promotion approach in their curricula?" Health Education Journal 78, no. 4 (September 28, 2018): 476–85. http://dx.doi.org/10.1177/0017896918801716.
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Introduction: The concept of the health promoting school offers a coherent approach to promoting health and well-being within a whole school community. This study sought to evaluate the health programmes and policies adopted by different Lebanese schools, and their appropriateness for this role as part of health promotion. Methods: Our research took the form of a prospective observational study involving 50 schools from different areas of Lebanon. Data were collected using a questionnaire based on the Health Assessment Tool for Schools (HATS). Data were analysed to describe school characteristics and to reveal differences in the health topics addressed. Results: Most of the schools included in the study came from Mount Lebanon (56%). Around 70% of the involved schools offered health-related courses in their curricula. Health-related seminars and workshops (60%) and health awareness campaigns took place at the studied schools, with 98% incorporating physical education into the curriculum. Dental health (74%), smoking cessation (72%) and physical activity (68%) were among other most addressed topics, while mental health was the least discussed (20%). The majority (70%) of schools had a shared vision of what promoting health involved and sought to promote the active involvement of community members in the life of the school (60%). Around two-thirds of the schools (66%) provided physical support and facilities, and had developed policies for health promotion. Less than half of these schools’ health committees, however, had developed plans to improve health promotion and review data to ensure the effectiveness of their programmes. Conclusion: The study findings suggest that despite weaknesses, the majority of the sampled schools had either implemented or were in the process of implementing a health promoting school programme to improve health education and students’ well-being.
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Maamari, Bassem E., and Joelle F. Majdalani. "The effect of highly emotionally intelligent teachers on their students’ satisfaction." International Journal of Educational Management 33, no. 1 (January 7, 2019): 179–93. http://dx.doi.org/10.1108/ijem-11-2017-0338.
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Purpose The purpose of this paper is to answer the basic research question “Do highly emotional intelligent teachers increase student’s satisfaction in the universities?” Design/methodology/approach The paper is a quantitative study using self-reporting questionnaires applied on 283 students and 10 faculty members. Findings The paper shows the importance of having high emotional intelligent teachers in the universities to increase students’ emotional intelligence (EI) and, therefore, their satisfaction. The results show that the primary factor that will increase the EI of students is not what most of the scholars mentioned, the EI of teacher, but the class interactions. Practical implications The paper makes a recommendation to universities to hire emotionally intelligent teachers who stress on increasing the EI of students. Universities, by increasing the EI of their students, will improve their business situation, since if students are happy they will remain in the universities, spending, therefore, more money and encouraging other students to do so. Originality/value No such research was previously conducted in Lebanon where still few people understand the meaning or the importance of EI. This study, therefore, is fulfilling a gap, a brick in the wall of knowledge on class interaction in bridging the link between teachers and students.
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Sassmannshausen, Christian. "Educated with Distinction." Journal of the Economic and Social History of the Orient 62, no. 1 (December 6, 2019): 222–56. http://dx.doi.org/10.1163/15685209-12341478.
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AbstractBeginning in the 1850s, the Ottoman Empire’s educational landscape expanded and diversified. During this era of imperial reforms, discourses around education increasingly focused on the importance of female education. This article uses census material from Tripoli in today’s Lebanon to explore the experiences of students in the wake of these shifts. It examines literacy rates across different social and religious groups and the extent to which educational decisions parents made were biased by gender and class. The analysis reveals that the rate of Muslim boys’ literacy was high even before new schools opened starting in the 1850s. As for the post-reform developments, it shows that although around a quarter of propertied families decided to send their sons and daughters to school, a considerable proportion of Muslim and Christian families privileged sons alone. Still, reforms allowed a number of groups in the generations between 1860 and 1910 to achieve higher rates of literacy, including Muslim and Christian girls as well as the children of artisans.
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El Takach, Suzanne, and Hagop A. Yacoubian. "Science Teachers’ and Their Students’ Perceptions of Science and Scientists." International Journal of Education in Mathematics, Science and Technology 8, no. 1 (January 12, 2020): 65. http://dx.doi.org/10.46328/ijemst.v8i1.806.
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The purpose of this study was to explore school science teachers’ and their students’ perceptions of science and scientists. The participants included 116 in-service middle school chemistry teachers who attended a training program at the Faculty of Education, Lebanese University, and 250 of their students, randomly selected from a larger sample of 2345, enrolled in Grades 7-9 at Lebanese public schools all over Lebanon. Using the Draw-a-scientist-test (DAST), qualitative and quantitative data was collected from the participating teachers and their students. The teachers themselves administered the test to their students. Results showed that the stereotypical image of a scientist being a Caucasian, male, working in a lab, and conducting experiments mainly in chemistry were prevalent. There was absence of contemporary scientists and female scientists among the preferred names of scientists delivered by the students. The participants held positive attitudes towards scientists and many students were usually positive about pursuing careers in science and technology. Compared to their teachers, more students thought that scientists make inventions in the field of technology. Students in lower grades had more diverse images of scientists. The stereotypical images increased among students of higher grades and became more similar to those of their teachers and the authors of the textbooks that they use.