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Perception and Attitude of High School Teachers Towards the Use of Digital Classroom Technologies in Jeddah, Saudi Arabia
(International Open University (IOU), 2026) Abdullateef, Abdulkareem Ahmad
This research aimed to explore teachers' perceptions and attitudes regarding the utilisation of digital technologies in the classroom in high schools in Jeddah, Saudi Arabia. The sample of the study was two hundred (200) high school teachers representing both the private and the public schools of Jeddah, using a multistage sampling method. The research instrument was a structured questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), with an overall Cronbach's alpha reliability coefficient of 0.971. The data were analysed using descriptive and inferential statistics, including ANOVA and independent-samples t-tests. The results indicated that educators had very positive attitudes towards the effectiveness of digital technologies on students (M = 3.83-4.09), positive attitudes towards their use (M = 3.93-4.10), and moderate real classroom use (M = 3.37-3.66), but the difference between them was significant. The most rated construct in the paper was behavioural intention to use digital technologies in the near future (M = 4.16-4.23). Poor digital equipment, lack of pedagogical training, and weak internet connectivity were identified as the main obstacles to utilisation. Digital tools training, school type, and teaching experience had a significant effect on technology adoption outcomes, whereas gender did not differ significantly across any of the outcome variables. Based on these results, it was suggested that the educational authorities should focus on equal investment in digital infrastructure, create pedagogically contextualised professional development programmes, and establish institutional cultures that actively promote and sustain the implementation of digital classroom technologies in high schools in Jeddah.
Emotional Exhaustion and Time Management as Predictors of Glossophobia Among Muslim University Students in The Gambia
(International Open University (IOU), 2026) Loum, Tijan
One of the most common psychological obstacles to academic achievement among college students worldwide is glossophobia, or the fear of public speaking. There is still a dearth of empirical study on glossophobia in Muslim-majority African contexts, despite its widespread occurrence and its effects. In light of the particular confluence of academic expectations, Islamic beliefs, and sociocultural norms that define Gambian higher education, this study examined emotional fatigue and time management in relation to glossophobia among Muslim university students in The Gambia.
The study used a quantitative, cross-sectional correlational design to gather data from 200 participants selected by multi-stage stratified random sampling from four postsecondary institutions: the Management Development Institute (MDI), the International Open University (IOU), the American International University West Africa (AIUWA), and the University of The Gambia (UTG). A structured questionnaire was used to administer three validated, modified scales: the Glossophobia Scale (GS, α =.86), the Time Management Scale (TMS, α =.81), and the Emotional Exhaustion Scale (EES, α =.84). SPSS version 26 was used to analyze the data. Research Questions 1 to 3 were answered using descriptive statistics (mean and standard deviation), and Research Questions 4 and 5 were answered using Pearson Product-Moment Correlation.
The findings showed that emotional exhaustion (grand mean = 3.51), time management (grand mean = 3.15), and glossophobia (grand mean = 3.58) were all at moderate-to-high levels among the students sampled. A strong negative correlation was found between time management and glossophobia (r = −.55, p <.001), and a strong positive correlation was found between emotional exhaustion and glossophobia (r = .63, p < .001), both statistically significant. These results indicate that students who report greater emotional exhaustion tend to experience greater glossophobia, while students with stronger time management skills tend to experience less glossophobia.
The Job Demands-Resources (JDR) Model, the Stress and Coping Theory, and the Cognitive Load Theory serve as theoretical foundations for these findings, which are contextualized within Islamic psychological principles such as ṣabr (patience), tawakkul (trust in God), and the Islamic imperative of 'ilm (knowledge). According to the study's findings, glossophobia among Muslim students in the Gambia is a dynamic, treatable problem that may be addressed by institutions. For university administrators, faculty, counselors, and students, evidence-based recommendations are presented with a focus on wellness initiatives, time management training, gender-sensitive support systems, and faith-informed counseling techniques. Future prospects for longitudinal and mixed-methods research are explored, along with the limitations of the cross-sectional approach.
The Impact of Educational Facilities on Academic Performance of Muslim Students in Public Secondary Schools in Kanifing, The Gambia
(International Open University (IOU), 2026) Sankoh, Abass
This study examined the impact of educational facilities on the academic performance of secondary school Muslim students in The Gambia. A quantitative, non-experimental correlational research design was adopted to determine the relationship between educational facilities and academic performance. The population of the study comprised Muslim students enrolled in twelve senior secondary schools in Kanifing, The Gambia. Using a multi-stage sampling technique, a total sample of 400 students was selected. Data were collected using a structured questionnaire with established reliability (Cronbach’s Alpha ≥ 0.70) and content validity, and were analyzed using descriptive statistics, Pearson’s correlation, and simple linear regression.
The findings revealed that basic facilities such as classrooms and sanitation were perceived as moderately adequate, while specialized academic facilities, particularly science laboratories and ICT laboratories, were rated as very poor. Library facilities were also perceived as inadequate. A significant positive relationship was found between overall educational facility quality and students’ academic performance. Among the facility domains, science laboratories and library resources showed the strongest associations with academic achievement. Educational facilities were further found to significantly predict students’ academic performance, accounting for approximately 50.4% of the variation in students’ outcomes.
It was recommended that investment in science laboratories, ICT facilities, and library resources be prioritized, alongside improved maintenance of existing educational facilities.
Using AI for Islamic Jurisprudence Questions: Comparative Analysis of Domain Specific Retrieval Augmented Generation (RAG) vs. Generic LLM
(International Open University (IOU), 2026) Shahzad, Khurram; Ashraf, Adnan; Salama, Muhammad
The rapid growth of large language models such as ChatGPT, Claude and Llama have unlocked a range of opportunities in the text generation. However, these models are trained on vast unfiltered data from Internet which is useful in many generic applications and can cause fabricated or distorted information on a complex query in a specific domain. In a highly regulated and sensitive domain of Islamic Jurisprudence this deficiency can have serious consequences. To address this issue, this research explored the application of AI on Islamic jurisprudence text using domain-specific AI capabilities which surpasses the capabilities general-purpose Large Language Models (LLMs) like ChatGPT. A POC experiment has been conducted to show how a domain specific AI can outperform generic Large Language Models (LLMs) such as ChatGPT. The results of the experiment demonstrated that a retrieval‑augmented generation (RAG) system, fine‑tuned on a curated corpus of Islamic jurisprudence, consistently outperformed and provided accurate answers compared to generic ChatGPT. The superior performance is due to data access from verified texts and its ability to retrieve contextual passages for indexing and querying; thereby reducing hallucinations. In addition, future research should also focus on developing and training AI models for various schools of Islamic Jurisprudence which can enable a collaborative “multi‑school AI council” that can address the challenges of the contemporary and future jurisprudential issues. Educational institutions must embed AI literacy into their curricula so that emerging scholars understand both the capabilities and the limitations of these systems and can anticipate the societal impacts of their deployment.
Applying Integrated Islamic Non-Punitive and Punitive Approaches to Curb Unethical AI Practices in Muslim Academia
(International Open University (IOU), 2026-06) Durojaye, DhoonNoorayn
Modern web-based AI chatbots are powerful tools for teaching, learning, assessment, and research. However, their unethical use threatens academic integrity. This position paper argues for the efficacy of Islamic Crime Prevention Framework (ICPF)—a newly introduced Islamized sociological framework—in addressing AI-assisted academic misconduct, particularly in Muslim academia. Using a normative approach, the study establishes that AI-assisted academic misconduct is a novel form of misconduct. It recommends updating academic policies in line with the ICPF to curb unethical AI use. A proposed reference model is suggested for Muslim educational institutions, especially in open distance and e-learning (ODeL), to uphold academic integrity and ensure positive societal contributions.