Systematic Collective e-Cheating in a Saudi Arabian Higher Education Context: A Case Study

Objectives: The primary purpose was to investigate organized group cheating in a Middle Eastern institution during the shift to e-learning brought on by the COVID-19 pandemic in 2019. Method: The study explores the personal experiences of ten Saudi Arabian English as a Foreign Language program graduates in a higher education institution through in-depth interviews via qualitative interpretative phenomenological analysis. The study was guided by Ajzen’s theory of planned behavior. Results: A novel type of misconduct coined systematic collective e-cheating was identified and discussed. In addition, insights on the causes and types of e-cheating in a Middle Eastern context were provided. Conclusions: Academic misconduct was directly influenced by a rapid transition to e-learning, societal culture, and subjective norms, all of which jointly contributed to shifts in ethical perceptions leading to increased reports of cheating. Objectives: The primary purpose was to investigate organized group cheating in a Middle Eastern institution during the shift to e-learning brought on by the COVID-19 pandemic in 2019. Method: The study explores the personal experiences of ten Saudi Arabian English as a Foreign Language program graduates in a higher education institution through in-depth interviews via qualitative interpretative phenomenological analysis. The study was guided by Ajzen’s theory of planned behavior. Results: A novel type of misconduct coined systematic collective e-cheating was identified and discussed. In addition, insights on the causes and types of e-cheating in a Middle Eastern context were provided. Conclusions: Academic misconduct was directly influenced by a rapid transition to e-learning, societal culture, and subjective norms, all of which jointly contributed to shifts in ethical perceptions leading to increased reports of cheating. Implication for Theory and/or Practice: Education professionals need to be aware of underlying issues related to unethical behavior and encourage students to understand and address negative ideologies regarding ethics on a societal level. Efforts must also be made to raise instructor awareness of academic misconduct in e-learning through comprehensive professional development programs. Furthermore, with the increased use of technology in education, if the social, cultural, and perceptional factors are not addressed, educational systems will be impacted, affecting the credibility and value of academic degrees should cheating become the norm

Global, regional, and national burden of disorders affecting the nervous system, 1990–2021: a systematic analysis for the Global Burden of Disease Study 2021

BackgroundDisorders affecting the nervous system are diverse and include neurodevelopmental disorders, late-life neurodegeneration, and newly emergent conditions, such as cognitive impairment following COVID-19. Previous publications from the Global Burden of Disease, Injuries, and Risk Factor Study estimated the burden of 15 neurological conditions in 2015 and 2016, but these analyses did not include neurodevelopmental disorders, as defined by the International Classification of Diseases (ICD)-11, or a subset of cases of congenital, neonatal, and infectious conditions that cause neurological damage. Here, we estimate nervous system health loss caused by 37 unique conditions and their associated risk factors globally, regionally, and nationally from 1990 to 2021.MethodsWe estimated mortality, prevalence, years lived with disability (YLDs), years of life lost (YLLs), and disability-adjusted life-years (DALYs), with corresponding 95% uncertainty intervals (UIs), by age and sex in 204 countries and territories, from 1990 to 2021. We included morbidity and deaths due to neurological conditions, for which health loss is directly due to damage to the CNS or peripheral nervous system. We also isolated neurological health loss from conditions for which nervous system morbidity is a consequence, but not the primary feature, including a subset of congenital conditions (ie, chromosomal anomalies and congenital birth defects), neonatal conditions (ie, jaundice, preterm birth, and sepsis), infectious diseases (ie, COVID-19, cystic echinococcosis, malaria, syphilis, and Zika virus disease), and diabetic neuropathy. By conducting a sequela-level analysis of the health outcomes for these conditions, only cases where nervous system damage occurred were included, and YLDs were recalculated to isolate the non-fatal burden directly attributable to nervous system health loss. A comorbidity correction was used to calculate total prevalence of all conditions that affect the nervous system combined.FindingsGlobally, the 37 conditions affecting the nervous system were collectively ranked as the leading group cause of DALYs in 2021 (443 million, 95% UI 378–521), affecting 3·40 billion (3·20–3·62) individuals (43·1%, 40·5–45·9 of the global population); global DALY counts attributed to these conditions increased by 18·2% (8·7–26·7) between 1990 and 2021. Age-standardised rates of deaths per 100 000 people attributed to these conditions decreased from 1990 to 2021 by 33·6% (27·6–38·8), and age-standardised rates of DALYs attributed to these conditions decreased by 27·0% (21·5–32·4). Age-standardised prevalence was almost stable, with a change of 1·5% (0·7–2·4). The ten conditions with the highest age-standardised DALYs in 2021 were stroke, neonatal encephalopathy, migraine, Alzheimer's disease and other dementias, diabetic neuropathy, meningitis, epilepsy, neurological complications due to preterm birth, autism spectrum disorder, and nervous system cancer.InterpretationAs the leading cause of overall disease burden in the world, with increasing global DALY counts, effective prevention, treatment, and rehabilitation strategies for disorders affecting the nervous system are needed

Global, regional, and national burden of disorders affecting the nervous system, 1990–2021: a systematic analysis for the Global Burden of Disease Study 2021

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