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The Role of the International Open University in Teaching Arabic to Non-Native Speakers Remotely
(Zamfara State University, 2026) Abu Dawy, Ebraheem; Adam, Faiz Shuaibu
This study addresses the effective role of the International Open University in teaching the Arabic language remotely to non-native speakers, a role that has rapidly developed in recent years. This development is due to the ease and convenience of modern E-learning tools for remote education, as well as the prestigious position the International Open University holds among other universities in the field of remote Arabic language education. This research paper is divided into an introduction and two sections. The introduction is dedicated by the researcher to providing an overview of the International Open University. The first section is titled "The Development of Studies at the International Open University," and the second section is titled "The Arabic Language Department at the International Open University." This section consists of five topics: the programs available in the Arabic Language Department, the content of the study system in Arabic language courses, and the evaluation system in Arabic language courses, and the teaching method in the Arabic Language Department at the International Open University, the status of the Arabic Language Department at the International Open University among other virtual universities, and the study concluded with a conclusion in which the researcher mentioned the key findings, along with a list of the research references.
Theoretical Approaches to Equitable and Sustainable Curriculum Design in Post-Pandemic Education in Jordan
(Common Ground Research Networks, 2025) Ramaila, Sam; Dhurumraj, Thasmai; Iraqui, Hena Ahmed
This article examines the theoretical frameworks crucial for developing equitable and sustainable curriculum designs in the context of post-pandemic education in Jordan. The COVID-19 pandemic has amplified existing disparities within the education system, underscoring the urgent need for curriculum reforms that prioritize inclusivity and resilience. This study explores key theoretical approaches—constructivism, social justice pedagogy, and systems thinking—as foundational pillars for designing curricula that meet diverse learner needs and ensure equitable access to educational opportunities. By integrating these frameworks, the article proposes actionable strategies for educators and policymakers to enhance curriculum development, creating an educational environment that is not only responsive to current challenges but also adaptable for future generations. In conclusion, this research highlights the importance of theoretical foundations in shaping educational practices that pave the way for a more equitable and sustainable educational system in Jordan.
Research on Implementation of Best Practices in Design and Development of K-12 Curriculum in Jordan
(Journal of Integrated Sciences, 2024) Iraqui, Hena Ahmed
This study investigates the implementation of best practices in curriculum design and development for K-12 textbook publishing within the curriculum development department of an educational publishing company in Jordan. Drawing on the framework established by Male (2012), the research identifies key aspects of an ideal curriculum design, including subject knowledge, essential skills, and personal development. The study adopts a parallel mixed-method approach, integrating qualitative and quantitative data collection and analysis simultaneously to ensure a comprehensive understanding of current practices. The short-term goal is to analyze the findings to propose procedural improvements within the publishing company's curriculum and development department. The long-term aim, beyond the scope of this research, is to extend the insights gained to other educational publishing companies across Jordan, offering actionable recommendations for enhancing curriculum design and development practices in the region; to be able to contribute towards the achievement of the United Nations Sustainable Development Goal, SDG4 (Quality Education).
Analyzing the multilevel interventions for effective implementation of social and emotional learning in the Jordanian school curriculum
(Universitas Ahmad Dahlan, 2026) Iraqui, Hena Ahmed; Olanrewaju, Muraina Kamilu
Social and emotional learning (SEL) programs are increasingly recognized for their critical role in fostering the holistic development of students. This paper evaluates the benefits of SEL and explores its integration into the Jordanian school curriculum, emphasizing the need for culturally responsive and context-specific approaches. Through a comparative analysis of leading SEL frameworks, such as the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the Strong Start in the US, the Promoting Alternative Thinking Strategies (PATHS) in the UK, the Strong Kids in Hong Kong, and the OECD's Social and Emotional Skills framework, this study identifies key components and implementation strategies that have shown effectiveness in various educational contexts. Each of these programs offers unique insights into age-appropriate design, instructional delivery, and outcome measurement. This cross-contextual analysis reveals that successful SEL implementation in Jordan requires a multi-level approach involving curriculum integration, teacher training, community and parental engagement, and supportive policy frameworks. The paper argues that while international models provide evidence-based guidance, a localized adaptation is essential for relevance and sustainability. Ultimately, the study concludes that embedding SEL into Jordan's education system will not only enhance academic outcomes and emotional resilience but also contribute to the broader goals of student well-being, social cohesion, and future readiness. The paper suggested the need to invest in pre-service and in-service training for educators on SEL competencies and delivery methods.
Jordanian Textbooks and Education for Sustainable Development: Analyzing Reform in Curriculum Design
(Journal of Integrated Sciences, 2025) Iraqui, Hena Ahmed; Olanrewaju, Muraina Kamilu
The current paper review examines the processes involved in comprehensive curriculum reform in Jordanian textbooks, addressing the limitations of current educational models, which often prioritize rote memorization at the expense of critical thinking, creativity, and practical skills. The proposed reforms are framed within the Education for Sustainable Development approach, advocating for a multidimensional transformation. Key steps involved in successful curriculum reform include an initial evaluation of existing educational frameworks, stakeholder collaboration, content redesign, and ongoing monitoring and evaluation. However, several potential hindrances may obstruct this process, such as resistance to change, limited resources, and inadequate teacher preparation. The review concludes with a discussion on how the success of this reform hinges on the collaborative efforts of policymakers, educators, parents, and students, collectively advancing an educational system that is responsive to contemporary challenges and prepares learners for future opportunities.