Arabic is the native language of most people in Lebanon. Foreign language instruction (French or English) starts with the beginning of schooling, irrespective of whether the students are enrolled in the private or public sectors. According to recent statistics published by the Lebanese National Center for Educational Research and Development (NCERD), there were 2,671 schools in Lebanon during 2000-2001. The percentages of private and public schools were as follows: 50 percent public schools, 14.1 percent subsidized private, and 35.9 percent private schools. Moreover, there were 891,520 students during 2000-2001 distributed as follows: 347,498 (39 percent) enrolled in public schools, 111,200 (12.5 percent) enrolled in subsidized private schools, and 432,822 (48.5 percent) enrolled in private schools. Of these students, 67 percent studied French as a foreign language (FFL) and the remaining 33 percent studied English as a foreign language (EFL). Furthermore, in relation to this chapter, for those students studying EFL, instruction begins in kindergarten and continues through secondary school, but the number of hours assigned to EFL decreases gradually as students gain proficiency.

Service quality and students’ satisfaction have become global buzzwords in the higher education (HE) literature in the past 20 years. Research studies on service quality and its effect on students’ satisfaction in the Lebanese HE sector are still very limited. This quantitative study aims to measure quality of service provided for students at X University from students’ perspective. It also aims to assess the extent of students’ satisfaction with their educational experience at X University and investigate the effect of service quality on their satisfaction. Data were collected from 4,004 X University students across Lebanon through an online survey questionnaire adapted from the modified Higher Education Performance-only (HEDPERF) model (Abdullah, 2006b) and student exit survey (Lebanese American University, 2017). Results revealed that good quality service is provided for students, who are mainly satisfied with their …

Educational policy makers, employers and other stakeholders are urging schools and universities to promote twenty first century skills, such as teamwork, problem-solving, and self-management, which are regarded as important for success in the workplace, citizenship, and family life. These skills are critical for success in the modern world because they allow people to negotiate complex situations, form strong connections, and achieve their goals. Furthermore, these skills are not set characteristics, but rather may be acquired and enhanced via conscious practice and feedback. This chapter will focus on the importance of integrating twenty first century competencies into education to bridge gaps between education and the workplace in the post-pandemic era. The COVID-19 pandemic has highlighted the need for digital transformation since students are expected to possess different twenty first century competencies such as digital literacy, problem-solving, adaptability, and communication skills. This chapter will explore how educators can prepare students with these skills through authentic learning experiences like project-based learning (PBL) and internships. It will also examine the challenges of transitioning from academia into the workplace, and how businesses and educational institutions need to collaborate to ensure that students are equipped with the skills needed for success in the modern workforce.

Development of inclusive education (IE) policies affirming explicit commitment to educating students with special educational needs and disabilities (SEND) alongside their colleagues without SEND is the bedrock for high quality and equitable IE provision for the former. This qualitative case study aims to examine the implementation of the IE policy of the United Nations Relief and Works Agency for Palestine Refugees in the Near East [UNRWA] at an UNRWA lower elementary school in Lebanon. Data were collected through semi-structured interviews and focus group discussions (FGDs) from 24 teaching, administrative and educational support staff, and parents of students with SEND, who were purposefully and conveniently recruited. The thematic analysis generated 4 overarching themes: environment, education system, support, and relationship with parents and local community. Despite the barriers the school is facing during IE implementation, the school has exerted big efforts for overcoming those barriers and measuring and sustaining school inclusiveness.

This case presents the managerial techniques applied to improve the quality of engineering education at the largest private university in Lebanon, the Lebanese International University (LIU). As the university grew rapidly since its inception 10 years ago, it faced serious challenges in fulfilling a key objective of its mission, which is to empower students to be culturally engaged to achieve innovative outcomes. A team was put together to identify cultural factors affecting quality of education, students’ achievement, assess their impact, and propose a plan of action. The findings led to a series of actions aimed at improving English language proficiency, smoothing high school/college transition, encouraging hands on laboratory experience, establishing industrial COOP program, and preparing for international accreditation. The new programs have been in effect for approximately one year. Quantitative evaluation of the …

The role of game-based learning in experiential education: Tool validation, motivation assessment, and outcomes evaluation among a sample of pharmacy students.

This study presents a science simulation game, and evaluates in great depth its impact on education operation management. The suggested simulation was empirically examined by investigating the nature and composition of its framework. The descriptive quantitative methodology was appointed to answer the research questions. Data was collected from 308 student participants in both Cycles One and Two, along with their parents, learning support assistants, and teachers. The findings revealed that the students who played the game experienced a deeper level of learning by the action of intrinsic motivation. Furthermore, simple decision-making skills could be acquired with traditional teaching methods, but simulation games were more effective when students had to develop decisionmaking abilities for managing complex and dynamic situations.

The paper discusses appropriate relations between the continuing developments of Higher education staff (CPD in HE) and the significant role in leadership towards teaching and learning (SoTL), It is argued that instructors need to adapt significantly to the 21st century teaching and learning skills. The paper discusses the professionalization of university teaching on the basis of enhancing quality assurance could give universities a freedom in the 21st century (Appendix A). The study employed descriptive quantitative methodology to answer research questions. The sample (Appendix C) contained 70 participants, divided as 5 Deans, 9 Assistant-Deans, 20 Chairs and 36 program coordinators. Data from the selected participants was collected using google docs questionnaire in February of 2015 (Appendix B), and analyzed using SPSS software, version 21. The results revealed that CPD had a positive impact in …

Purpose: This article examines trends in the internationalisation of higher education within the Euro-Mediterranean (EUROMED) region,...

The aim of this study was to examine the effect of a social-emotional learning program on the behavior and academic performance of students in grade 5 in a Lebanese private school, as well as the need to infuse such programs into schools. To achieve that, a mixed method approach was used. In the quantitative part of the research, an experimental study and a survey were done. A sample of 32, grade 5 students, divided between a control and an experimental group were studied, results were analyzed and the effect of the social-emotional learning program on their academic performance in science was examined. In the survey, a sample of 41 members of school staff answered a questionnaire, and their opinion about the need and importance of infusing such programs into schools was studied. As for the qualitative part of the study, the researcher observed the behavior of some of the students in the experimental group, during the time were the program was implemented, between February 29 till March 11, 2016. The results of this intervention, showed improvement in the behavior and academic performance of the students in grade 5 in the experimental group compared to those in the control group. Respondents to the survey confirmed that applying social emotional learning is essential in providing students’ success and in affecting students’ achievements, and they highlighted on the importance of having such programs infused in the educational programs of their school, which implied that there is a need to use social emotional learning in schools especially in grade 5.

Technological trends have given rise to the development of flipped learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning that uses technology to separate lectures from learning activities. While lectures will take place outside the classroom, learning activities and concepts practice will take place inside the classroom. This paper compares the learning achievement of two flipped English (ENGL 201) classes with traditionally taught classes at the same university. A longitudinal panel research study is used to investigate the learning environment of these two classrooms. At the onset of the pilot, students were less satisfied with the new orientation, but, they–later-became more open to the new learning method. These findings are discussed in terms of how they contribute to the stability and connectedness of classroom learning communities.

As student-centered institutions, universities set their missions to enhance the learning experience and thus profile of their students. Since the introduction of the internet in the early 1990’s of the past century, the world of education has witnessed a great leap in the use of information and computer technology (ICT). ICT based tools are considered as important enablers for students’ learning, efficiency and effectiveness. When students are well educated and informed, they are more likely to excel in their professional careers. However, there are so many available ICT tools that provide a variety of features and functions on the institutional and student levels. Selecting or implementing an appropriate and suitable set of tools may be difficult and challenging. This paper presents a module of an online university management system (UMS) at the largest and fastest growing private university in Lebanon; the Lebanese International University, LIU which has multi-campuses across many geographical locations and countries. It is crucial for any UMS to provide support and access for faculty and the students. The interface for faculty will be the focus of discussion in this paper.

The paper discusses appropriate relations between the continuing developments of Higher education staff (CPD in HE) and the significant role in leadership towards teaching and learning (SoTL), It is argued that instructors need to adapt significantly to the 21st century teaching and learning skills. The paper discusses the professionalization of university teaching on the basis of enhancing quality assurance could give universities a freedom in the 21st century (Appendix A). The study employed descriptive quantitative methodology to answer research questions. The sample (Appendix C) contained 70 participants, divided as 5 Deans, 9 Assistant-Deans, 20 Chairs and 36 program coordinators. Data from the selected participants was collected using google docs questionnaire in February of 2015 (Appendix B), and analyzed using SPSS software, version 21. The results revealed that CPD had a positive impact in …

Internationalisation in higher education has emerged as a fundamental aspect of academic advancement and worldwide collaboration, especially via student mobility. This article examines the internationalisation trends of higher education in the Euro-Mediterranean (EUROMED) region, which consists of the countries from both the European Union (EU) and the Mediterranean basin that are involved in the Euro-Mediterranean Partnership (also known as the Barcelona Process), comprising both European Union and non-EU Mediterranean nations; concentrating on student mobility as one of principal catalyst for academic collaboration and intercultural interchange. In recent decades, student mobility has revolutionised higher education institutions by promoting cultural integration, augmenting institutional capabilities, and expanding academic opportunities. The EUROMED region is a distinctive case study for evaluating these tendencies owing to its historical, cultural, and geopolitical connections.

There is a scarcity of data regarding game-based learning (GBL) in experiential pharmacy education; in addition, the impact of educational games on the attainment of intended learning outcomes and students’ motivation to actively learn and practice through non-traditional pedagogical tools are yet to be explored. (2) Methods: This was a prospective quasi-experimental study that introduced GBL into the Pharmacy Practice Experience course of the Bachelor of Pharmacy (BPharm) program at the Lebanese International University in Lebanon. Data collection took place between July and September 2021. The study objectives were to assess the impact of GBL on attaining intended learning outcomes, determine students’ motivation to engage in GBL, and assess the impact of this motivation on the attainment of learning outcomes. (3) Results: GBL was associated with a significantly higher exam average (mean difference = 7.152, p < 0.001). Moreover, an active learning motivation assessment scale (ALMAS) was constructed and validated; it was found to have good reliability as well as high sensitivity and specificity, and it determined a good level of motivation to engage in GBL. Game-based learners with higher motivation scores had significantly higher exam averages compared to those with lower scores (Beta = 0.296, 95% CI 0.110–0.545, p = 0.004). (4) Conclusion: GBL was associated with better attainment of intended learning outcomes. Students appear to be motivated to learn by this style of active learning, and motivation is prognostic of the attainment of learning outcomes.

This study aimed to determine the impact of implementing instructional educational games on attaining the intended learning outcomes mapped with the competencies of a pharmacy practice experience course, and to assess students’ attitudes towards motivation and engagement in this active learning activity. Methods This was a quasi-experimental study that utilized a pretest-posttest for the research groups. Students were divided into teams and challenged to answer different questions related to the case scenarios. Different gaming platforms as Gamilab, Wisc-Online, and Quizizz were accordingly used to create different questions that help students memorize medications’ brand names, and acquire the advanced community knowledge and skills. The attainment of the intended learning outcomes was assessed and compared between the experimental and control groups through the course total …