Construction and Validation of the Cyber Psychological Security: a survey study on Omani university students

This study develops the psychological security scale of Omani university students in cyberspace. A sample of 110 participants from Dhofar and Sultan Qaboos Universities (40% male, 60% female). Participants were categorized according to their daily social media usage: 52.7% used social media for less than three hours per day, while 47.3% used it for more than three hours. A descriptive approach was employed to assess the validity of the study instrument. Cyber psychological security was measured using a 42-item scale across seven subscales: emotional well-being, personal independence, confidence, credibility, privacy and anonymity, social support, and sense of power. Reliability coefficients ranged (α = .710 to .949, ω = .731 to .950), indicating acceptable internal consistency. Descriptive statistics revealed moderate to high psychological security levels, with personal independence and credibility scoring highest and sense of power lowest. Skewness and kurtosis indices confirmed normal distribution. Exploratory factor analysis identified three primary factors, explaining 57.6% of the variance (KMO = .87). A second-order analysis validated a hierarchical model, with all seven subscales loading onto a general psychological security factor (KMO = .896; explained variance = 85.2%). The findings underscore the cultural significance of personal independence and trustworthiness in Omani society while highlighting areas for enhancing digital empowerment.This study develops the psychological security scale of Omani university students in cyberspace. A sample of 110 participants from Dhofar and Sultan Qaboos Universities (40% male, 60% female). Participants were categorized according to their daily social media usage: 52.7% used social media for less than three hours per day, while 47.3% used it for more than three hours. A descriptive approach was employed to assess the validity of the study instrument. Cyber psychological security was measured using a 42-item scale across seven subscales: emotional well-being, personal independence, confidence, credibility, privacy and anonymity, social support, and sense of power. Reliability coefficients ranged (α = .710 to .949, ω = .731 to .950), indicating acceptable internal consistency. Descriptive statistics revealed moderate to high psychological security levels, with personal independence and credibility scoring highest and sense of power lowest. Skewness and kurtosis indices confirmed normal distribution. Exploratory factor analysis identified three primary factors, explaining 57.6% of the variance (KMO = .87). A second-order analysis validated a hierarchical model, with all seven subscales loading onto a general psychological security factor (KMO = .896; explained variance = 85.2%). The findings underscore the cultural significance of personal independence and trustworthiness in Omani society while highlighting areas for enhancing digital empowerment

Opportunities and Challenges of Integrating Artificial Intelligence Technology into the National Strategies of Arab Countries (Egypt as a Model)

هدفت هذه الدراسة إلى تحليل فُرص وتحديات إدماج تكنولوجيا الذكاء الاصطناعي ضمن الاستراتيجيات الوطنية للدول العربيَّة، مع تحديد جمهورية مصر العربيَّة كنموذج، ولقد اعتمدت الدراسة على المنهج الوصفي التحليلي، وذلك لتحليل جهود مصر في تبنّي وتوظيف تكنولوجيا الذكاء الاصطناعي، والكشف عن فُرص وتحديات إدماج هذه التكنولوجيا ضمن استراتيجية مصر الوطنية، ولقد بيّنت الدراسة أن مصر تبذل جهودًا كبيرة في مجال الذكاء الاصطناعي، حيثُ أطلقت مؤخرًا الإصدار الثاني من استراتيجية مصر الوطنية للذكاء الاصطناعي 2025-2030، كما أظهرت الدراسة وجود العديد من الفُرص التي تُعزّز الاستفادة من تكنولوجيا الذكاء الاصطناعي في مصر، أبرزها: تعزيز رُؤية مصر 2030، وتعزيز التّحول الرقمي، فضلاً عن تحسين الكفاءة والإنتاجية في قطاعات الدولة المختلفة، مثل قطاع التَّعليم، الرّعاية الصّحية، والصناعة، ومع ذلك، كشفت الدراسة عن بعض التحديات التي تواجه توظيف تكنولوجيا الذكاء الاصطناعي وإدماجها ضمن استراتيجية مصر الوطنية، ومنها: الحاجة إلى تطوير البنية التّحتية التكنولوجية، ونقص المهارات المتخصصة، والمُنافسة العالمية، والتحديات الأخلاقية والقانونية، ولمواجهة هذه التحديات والتغلُّب عليها، قدَّمت الدراسة رُؤية مُقترحة تضمنت عدّة أبعاد رئيسة، من أبرزها: تعزيز الوعي المجتمعي، الاستثمار في البنية التَّحتية، تشجيع الابتكار وريادة الأعمال، التَّدريب وتطوير الموارد البشرية، وتعزيز البحث والتطوير في مجال الذكاء الاصطناعي.This study aimed to analyze the opportunities and challenges of integrating artificial intelligence technology into the national strategies of Arab countries, with Egypt as a model. The study relied on the descriptive analytical approach to analyze Egypt's efforts in employing artificial intelligence technology, and to explore the opportunities and challenges of integrating this technology into Egypt's national strategy. The study showed that Egypt is making great efforts in the artificial intelligence field, as it recently launched the second edition of Egypt's National Strategy for Artificial Intelligence 2025-2030. Also, the study showed many opportunities that enhance the use of artificial intelligence technology in Egypt, such as: enhancing Egypt's Vision 2030, enhancing digital transformation, and improving efficiency and productivity in various state sectors. However, the study revealed some challenges facing the employment of artificial intelligence and its integration into Egypt's national strategy, including the need to develop technological infrastructure, lack of specialized skills, global competition, and ethical challenges. To address and overcome these challenges, the study provided a proposed vision that included several main dimensions: enhancing awareness of the Community, infrastructure investment, encouraging innovation and entrepreneurship, training and developing human resources, and promoting research and development in the field of artificial intelligence

Effectiveness of Using Interactive Tools Via Personal Learning Environments on Developing Self-Regulated Skills and Learning Efficiency for Arish Faculty of Education Students

The current research aimed at studying the effectiveness of applying different patterns of interaction tools (synchronous, asynchronous, and synchronous and asynchronous together) based on the web to know its effectiveness on personal learning environments in developing self-regulated skills, cognitive achievement, and learning efficiency. The experimental design with one group (pretest-post-test) has been used, including one independent variable, which is the personal learning environment, with three patterns: the first is interaction tools (synchronous), the second is interaction tools (asynchronous), and the third is interaction tools (synchronous and asynchronous together), then the dependent variables, which include self-regulated skills for learning, cognitive achievement, and learning efficiency. The main tools for research are represented in measurement for self-regulated skills for learning. Achievement test. The research sample consisted of 90 students in their third year. The samples were distributed in three groups; each group consisted of 30 students. Unidirectional variance analysis (one-way ANOVA) was used, then using the "Tukey Method" to conduct multi-dimensional comparisons between equal groups, in the event of a functional difference between the groups, the results proved that the interaction tools (synchronous and asynchronous Together) were better than interaction tools (synchronous) and tools interaction (asynchronous) separately, regarding the development of Self-Regulated skills and cognitive achievement, which increases learning efficiency for learners. There is a statistically significant difference at the level of ( ≥ 0.05) between the means scores of experimental groups students in developing Self-Regulated skills for learning and cognitive achievement and learning efficiency, due to the main effect of the difference in using interaction tools patterns (synchronous / asynchronous / synchronous and asynchronous together) through personal learning arning environments. Available online for students of the third year, faculty of education—El-Arish in the course of using computers in education In favor of group interaction Tools (synchronous and asynchronous Together)

The effect of applying data mining techniques (Fuzzy-C model) to investigate the performance of Libyan students during using e-learning platform

Abstract This research study presents a methodology to investigate the performance of learners in Libyan universities using e-learning platform based on data-mining algorithms and extract the challenges which act as barriers to improve performance of learner through e-learning platforms. Investigating these issues, data-mining technical is introduced. Clustering based fuzzy algorithm is applied to two data groups related to five groups of learners (two groups are neglecting) the three groups of data consist of (committed, non- committed, active) students, The number of learner visits to the platforms is measured, it were 4247, and after clean processing the samples it is reduced to 1288. The clean stage removed the hits which are formed from using the search-engine. Results showed that the non-committed learners had the smallest size this due to many factors such as the difficulty to use platforms for some learners, also there is the poor network connection. We could see that data-mining tools are effectively ways to investigating the problems in e-learning improvement

Psychometric Verification of the Endemic Disease Phobia Scale Among a Sample of University Students in the Jordan Society

The study aimed to psychometrically validate a scale for measuring endemic disease phobia among a sample of students from Al al-Bayt University in Jordan. The study sample consisted of randomly selected 251 male and female students from Al al-Bayt University in the Hashemite Kingdom of Jordan. The scale used was the Endemic Disease phobia scale developed by Arpaci et al. (2020). Its validity was assessed through confirmatory factor analysis on the four factors, and the scale demonstrated good validity and reliability, indicating its potential use in clinical screening of students. The study found significant differences in the impact of demographic variables on Omicron phobia, with serum type and frequency of obtaining it being factors that influenced Omicron phobia. The study recommends developing specialized programs that focus on guidance, prevention, and treatment for individuals who are experiencing long-term effects of COVID-19 pandemic phobia. The study also recommends using the current scale, likely referring to a measurement tool or assessment instrument used in the study, for both research and diagnostic purposes

The Effectiveness of Teaching Mathematics Using Electronic Mind Maps in Developing Adaptive Reasoning among Third-Grade Intermediate Students

هدفت ‏الدِّراسَة إلى الكشف عن فاعلية تدريس الرياضيات باستخدام الخرائط الذهنية الإلكترونية في تنمية الاستدلال التكيفي (التفكير المنطقي، التبرير الاستدلالي، توظيف العلاقات بين المفاهيم أو المواقف) لدى طلاب الصف الثالث المتوسط، واتبعت الدِّراسَة المنهج التجريبي (التصميم شبه التجريبي) ، تم استخدام الخرائط الذهنية الإلكترونية في تدريس وحدة المعادلات الجذرية والمثلثات على عينة قصدية تكوّنت من (33) طالباً بالمجموعة التجريبية بالصف الثالث المتوسط من مدرسة تحفيظ القرآن بمدينة رفحاء، كما تم اختيار (33) طالباً كمجموعة ضابطة، وقد تم تدريسها بالطريقة الاعتيادية، وتمَّ تطبيق اختبار الاستدلال التكيفي قبلياً وبعدياً تكوّن من (45) فقرة من نوع الاختيار من متعدد تمّ التحقق من صدقه وثباته بالتطبيق على العينة الاستطلاعية، وتبين وجود فروقاً  دالة إحصائياً بين متوسطات درجات طلاب المجموعة التجريبية التي تم تدريسها باستخدام الخرائط الذهنية الإلكترونية ، ومتوسطات درجات طلاب المجموعة الضابطة التي  تم تعليمها بالطريقة المعتادة، في القياس البعدي لاختبار الاستدلال التكيفي وأبعاده (التفكير المنطقي، التبرير الاستدلالي، توظيف العلاقات بين المفاهيم أو المواقف) لصالح المجموعة التجريبية، كما تبين وجود فروقاً دالة إحصائياً بين متوسطات درجات المجموعة التجريبية بين القياس القبلي والبعدي لصالح التطبيق البعدي، وتبين حجم الأثر الكبير لاستخدام الخرائط الذهنية الإلكترونية كما تبين أن تدريس الوحدة بالخرائط الذهنية الإلكترونية أحدث كسباً إحصائياً في تنمية الاستدلال التكيفي وخرجت الدراسة بمجموعة من التوصيات أبرزها تبنّي الخرائط الذهنية الإلكترونية في تعلم الرياضيات وتدريب معلمي الرياضيات على استخدامها، والعمل على تطوير استراتيجيات تدريس الرياضيات لتنمية مهارات الاستدلال التكيفي.       الكلمات المفتاحية: فاعلية التدريس – الاستدلال التكيفي- التفكير المنطقي- التبرير الاستدلالي- توظيف العلاقات بين المفاهيم أو المواقف - الخرائط الذهنية الإلكترونية -طلاب الصف الثالث المتوسطThe study aimed to investigate the effectiveness of teaching mathematics using electronic mind maps in developing adaptive reasoning (logical thinking, reasoning justification, and employing relationships between concepts or situations) among third-grade intermediate students. The study employed the quasi-experimental design. Electronic mind maps were used to teach the unit on radical equations and triangles to a purposive sample of (33) students in the experimental group from a Qur’an memorization school in the city of Rafha. Another 33 students were selected as a control group and were taught using traditional methods. A pre- and post-test for adaptive reasoning, consisting of forty-five (45) multiple-choice items, was administered. The validity and reliability of the test were confirmed using a pilot sample. The results revealed statistically significant differences in the post-test scores between the experimental group, which was taught using electronic mind maps, and the control group, in favor of the experimental group. These differences were observed in the overall test as well as in its sub-dimensions (logical thinking, reasoning justification, and employing relationships between concepts or situations). Additionally, significant differences were found between the pre- and post-test scores within the experimental group, favoring the post-test. The findings indicated a large effect size for the use of electronic mind maps, demonstrating their impact in enhancing adaptive reasoning. The study concluded with several recommendations, most notably the adoption of electronic mind maps in teaching mathematics, training mathematics teachers on their effective use, and working on developing teaching strategies that foster adaptive reasoning skills. Keywords: Teaching Effectiveness - Adaptive Reasoning - Logical Thinking - Deductive Justification - Employing Relationships Between Concepts or Situations - Electronic Mind Maps - Third-Grade Intermediate Student

A professional development program based on peer coaching and its effectiveness in developing reading teaching skills and self-esteem among Arabic language teachers in Elementary school

هدفت هذه الدِّراسة إلى بناء برنامج تطوير مهني قائم على تدريب الأقران، والكشف عن فاعليته في تنمية مهارات تدريس القراءة وتقدير الذات لدى معلمي اللغة العربية في المرحلة الابتدائية بمدينة بريدة، واتبعت الدِّراسة المنهجين الوصفي والتجريبي (ذو التصميم شبه التجريبي) للإجابة عن أسئلتها، حيث اعتمدت على المنهج الوصفي لحصر الاحتياجات التدريبية للمعلمين، وتحديد المهارات التدريسية التي كشفت الدراسة عن ضعفها، من خلال جمع البيانات عبر الاستبانة. ثم اعتمدت على المنهج التجريبي (ذو التصميم شبه التجريبي)؛ لقياس فاعلية برنامج التطوير المهني المقترح في تنمية مهارات تدريس القراءة وتقدير الذات، وقد تمثل مجتمع الدراسة ب (465) معلمًا في تخصص اللغة العربية، وتم تطبيق البرنامج على عينة قصدية من معلمي اللغة العربية في المرحلة الابتدائية بمدينة بريدة والبالغ عددهم (33) معلمًا، تم تدريبهم وفق برنامج التطوير المهني المقترح. واستُخدِم بطاقة ملاحظة مهارات التدريس، ومقياس تقدير الذات لقياس أثر المتغيرين التابعين. توصلت الدراسة إلى بناء برنامج تطوير مهني لمعلمي اللغة العربية في المرحلة الابتدائية قائم على تدريب الأقران، وقد أظهرت نتائج الدراسة فاعلية استخدام تدريب الأقران لدى معلمي اللغة العربية في المرحلة الابتدائية، كما أظهرت ارتفاع مستوى تقدير الذات لدى الأفراد عينة الدراسة. وبناءً على هذه النتائج قدّمت الدِّراسة مجموعة من التَّوصيات، وعددًا من المقترحات البحثية ذات العلاقة بموضوع الدِّراسة.  This study aimed to design a professional development program grounded in peer coaching and to examine its effectiveness in improving reading instruction skills and self-esteem among Arabic language teachers in primary schools in Buraidah. The research employed both descriptive and quasi-experimental methodologies to address its questions. The descriptive approach was used to identify teachers’ training needs and determine instructional skills that were found to be lacking, based on data collected through a questionnaire. Subsequently, the quasi-experimental design was adopted to assess the impact of the proposed professional development program on the targeted teaching skills and self-esteem.The study population consisted of 465 Arabic language teachers, with the program implemented on a purposive sample of 33 primary school teachers in Buraidah. These participants underwent training according to the proposed professional development framework. To measure the outcomes, a teaching skills observation checklist and a self-esteem scale were utilized.Findings revealed the successful development of a peer-coaching-based professional development program tailored for Arabic language teachers in primary education. The results demonstrated the program’s effectiveness in enhancing both reading instruction skills and self-esteem among the participating teachers. Based on these findings, the study offered a set of recommendations and proposed several research directions related to the study’s theme

A proposed teaching strategy based on progressive inquiry for primary school students

هدفت الدراسة إلى بناء استراتيجية قائمة على الاستقصاء التقدمي في الرياضيات لدى طلاب المرحلة الابتدائية، واتبعت الدراسة المنهج النوعي، ولجمع البيانات تم استخدام بطاقة الملاحظة النوعية، وتم اختيار المشاركين قصدياً (30) طالباً من طلاب الصف السادس الابتدائي. وقد توصلت الدراسة إلى بناء استراتيجية تدريسية قائمة على الاستقصاء التقدمي في تعليم الرياضيات لطلاب المرحلة الابتدائية، كما قدمت الدراسة وصفاً لأربعة مواضيع ذات أثر إيجابي تضمنتها ممارسات المعلم والطلاب في ضوء استراتيجية الاستقصاء التدريس القائمة على الاستقصاء التقدمي قد ساهمت وبشكل فعال في كفاءة الاستراتيجية، وقدمت الدراسة إرشادات تسهم بفعالية أكثر للاستراتيجية المقترحة.The study aimed to develop a strategy based on progressive inquiry in mathematics for elementary school students. A qualitative approach was adopted, and data were collected using a qualitative observation card. The sample consisted of 30 sixth-grade students. The study concluded with the development of a teaching strategy based on progressive inquiry in mathematics education for elementary students. It also provided a description of four topics that had a positive impact, which included the practices of both teachers and students in light of the inquiry-based teaching strategy. These practices significantly contributed to the effectiveness of the strategy. Additionally, the study offered guidelines to enhance the proposed strategy's effectivenes

The problem of scientific research in the manifestations of the concept of achievement, formulation and construction

إن أي بحث علمي رصين يستلزم من الباحث التقيد بمجموعة من الخطوات المنهجية، من أهمها مشكلة البحث، لأنها نبراس الباحث في جميع مراحل بحثه، وهي ميزان ضابط لجدته المعرفية، لأنها تصوير لفراغ في حقل معرفي معين، يصاغ في عبارة محكمة، أو أسئلة بحثية دقيقة تستدعي جوابا ممكنا، لكنه ليس بالسهل؛ لإعواص المسائل في الغالب، ووقوعها في محل التجاذب الفكري. وهذا الجواب قد يقطع دابر الإشكال، ويتهدى إلى الحكم الفصل، وقد يعكس رؤية اجتهادية قابلة للتطوير في إطار صيروة بحثية متنامية وتلاقح فكري مطرد. وهذا البحث محاولة للتأسيس الاصطلاحي لمفهوم مشكلة البحث، وإبراز مكانتها وأهميتها في خطوات البحث العلمي، ثم تحليل مكوناتها وعناصرها، وبعد ذلك استخلاص أهم مواصفاتها، وأهم المعايير المنهجية المساعدة على بنائها، مهتديا في ذلك بخطوات المنهج الوصفي وكذا المنهج التحليلي.Any serious scientific research requires the researcher to adhere to a set of methodological steps, the most important of which is the research problem, because it is the researcher's guiding light throughout all stages of their research, and it is a measure of their cognitive novelty, because it depicts a gap in a particular field of knowledge. It is formulated in precise terms or precise research questions that require a possible answer, but this is not easy, as the issues are often complex and subject to intellectual debate. This answer may resolve the issue and lead to a final judgement, and may reflect a speculative view that can be developed within the framework of growing research and continuous intellectual cross-fertilisation. This research is an attempt to establish a terminological basis for the concept of the research problem, highlight its place and importance in the steps of scientific research, then analyse its components and elements, and finally extract its most important characteristics and the most important methodological criteria that help to construct it, guided by the steps of the descriptive and analytical methods

A Proposed Model for Teacher Education: Rethinking the Future of the Next Generation.

Future generations will encounter unprecedented and complex challenges across various dimensions of life, necessitating innovative approaches to education and teacher preparation. As key agents of societal transformation, teachers must be equipped with a forward-thinking educational paradigm that enables them to navigate and respond effectively to evolving economic, social, and technological landscapes. This study proposes a comprehensive framework for a teacher education model structured around three interrelated levels: input, processes, and outputs, with an integrated feedback mechanism ensuring continuous refinement. The input level comprises eight essential components: a clearly defined vision and mission, foundational educational values, core pillars of the model, specifications for future educators, professional teaching standards, pre-service preparation requirements, practical training strategies, and in-service professional development institutions. The second level, "processes," delineates the collaborative mechanisms among these institutions and provides an executive guide for the model's implementation. The third level, "outputs," focuses on the expected outcomes, emphasizing the development of highly competent teachers capable of fostering the next generation of learners. These educators will be equipped with advanced personal, professional, and specialized competencies, ensuring their effectiveness in diverse educational settings. Designed for adaptability, this model offers a flexible framework that can be contextualized and applied across various educational systems and environments. By integrating key components of teacher education with a dynamic and responsive structure, this study contributes to the ongoing discourse on enhancing teacher preparation for the challenges of the future