Zayed University

ABSTRACT This study examines how a bespoke learning management system (LMS) mediates feedback in a hybrid general education program. Using data from a qualitative case study and adopting a sociomaterial perspective, the analysis explores how the LMS shapes what feedback becomes possible, valued, and enacted. The findings reveal that the platform influences feedback processes by constraining faculty autonomy, enabling institutional oversight, and redistributing responsibility away from students. These findings supporting growing calls to critically consider how digital platforms participate in educational practice rather than treating technology as a neutral delivery mechanism.

ABSTRACT Organisations struggle to optimise human–AI collaboration in knowledge‐intensive decision‐making. This paper proposes the Trust–Complementarity Model of Collective Intelligence (TCM‐CI), explaining how calibrated trust and complementary capability utilisation drive superior organisational performance. Through systematic synthesis of human–AI interaction and knowledge management research, we identify three core mechanisms: (1) calibrated trust maximises collective intelligence by balancing appropriate reliance with necessary oversight, (2) complementarity–trust interaction determines optimal performance when high capability utilisation combines with appropriate trust levels and (3) dynamic feedback loops create reinforcing organisational learning cycles. The framework provides practical guidance for executives designing human–AI teams, developing trust calibration training, and establishing performance metrics. By integrating psychological trust factors with cognitive capability optimisation, this model offers actionable insights for knowledge management practitioners implementing AI‐augmented decision systems while advancing theoretical understanding of human–AI collaboration effectiveness.

Abstract National incentive plans, labor policies and DEI (Diversity, Equity and Inclusion) regulations actively encourage Emirati women’s participation in the UAE employment sector. Women are the face of the future workforce in emerging economies and Emirati females are leading the charge in equalizing gender balance within companies operating in the UAE . Young Emirati women are a particularly salient force in the UAE labor market. Sociocultural, economic, gender-related and national expectations of local women intersect to inform their experiences at a workplace, thus deciding on possibilities to enter and sustain their careers. In relation to this, this article explores young Emirati women’s employment challenges and opportunities as perceived by the research participants themselves. In addition, the article examines the current UAE employment laws, regulations and government programs that impact Emirati women’s workplace interactions and experiences. Finally, the article aims at offering practical solutions for observed challenges inspired by research findings and successful global practices adapted to the sociocultural framework of the UAE . Identifying effective strategies that cater to young Emirati women’s needs, struggles and the cultural context can help companies overcome challenges in attracting and retaining local female talent reserves.

In this study, we aim to address questions about how UAE Leadership Development Plans and Employability connect with current students in UAE classrooms by evaluating the correlation between the employability of UAE university students and their emotional intelligence (EI) and problem-solving skills. Moreover, we cover what must be considered in the curricula of UAE Universities to prepare future leaders to lead the workforce . To that end, we employed an employability test developed by AQR International UK and collected data from 310 undergraduate students aged 17 to 55. Both EI and problem-solving skills were strongly positively correlated with employability (p < .001). Even though male participants scored higher than female participants for EI and problem-solving skills, analysis of variance revealed nonsignificant gender differences (p > .05 for these variables. Our study underscored the critical role of EI and problem-solving skills in facilitating leadership potential among university students. These insights are particularly instrumental in informing the higher education curriculum and in assessing employability and leadership potential.

This study characterizes the epidemiological trends and resistance profiles of respiratory tract infections (RTIs) in the United Arab Emirates (UAE) from 2010 to 2022, aiming to inform national control strategies. We conducted a retrospective observational study of RTI cases across 345 UAE healthcare settings using data from the national surveillance network. Pathogen identification and resistance profiling were performed using advanced diagnostics and standardized antimicrobial susceptibility testing, in accordance with Clinical and Laboratory Standards Institute (CLSI) guidelines. Lower respiratory tract infections (LRI) comprised most cases (73.1%; n = 100,856), including 6416 due to Mycobacterium tuberculosis, while upper respiratory infections made up 26.9%. LRI incidence was stable until 2014 but rose significantly from 2015 to 2022 (AAPC = 1.58; 95% CI: 1.58-3.87), especially in the Northern Emirates. Carbapenem resistance among Enterobacterales was 22.5% (14.4% in K. pneumoniae), and third-generation cephalosporin resistance 30.1% (62.3% in E. coli). Resistance was highest in A. baumannii (61%) and P. aeruginosa (27.4%). Macrolide and MRSA resistance increased significantly. The majority (85%) of tuberculosis cases were identified among individuals from South Asian and East African regions, with a post-COVID surge, while drug resistance remained below 15%. These findings underscore the urgent need for regionally tailored infection control strategies, enhanced antimicrobial stewardship, and expanded pathogen surveillance to prevent further escalation of AMR.

ABSTRACT The study examines how a tourist's phygital experience influences the intention to visit a destination. Building on parasocial interaction and consumer dissonance theory, this study focuses on the serial mediation process through cognitive reappraisal and tourist skepticism. This research considers parasocial interaction as a moderating variable. The study used a quantitative approach to analyze the data gathered from a survey ( N = 291) of Indian tourists. It adopted a structural equation modeling technique to examine the results using SPSS AMOS v25 and SPSS Process Macro. The findings demonstrate that tourist phygital experience impacts tourist visit intention through the mediating role of cognitive reappraisal. The moderation effect of parasocial interaction with tourist skepticism as a mediator is insignificant in the association between tourist phygital experience and tourist visit intention. This research is embryonic, contributing to the literature on tourist phygital experience by exploring tourist visit intention.

The development of 3D printing has created an opportunity for educators to utilise such technology in teaching and learning. However, lack of training and other challenges can stop schools from using this technology effectively. This study presents an overview of current 3D printing technology usage in a makerspace at a school in Kuwait. Twenty-seven teachers participated in this study, primarily recruited and selected based on their prior experience using a 3D printing station in the makerspace. This paper is a case study that uses two data sources: observations and questionnaires. The integration of 3D printing is being analysed through the lens of the High Possibility Classrooms (HPC) model, providing a theoretical framework for the study. The results indicated that using 3D printing was effective for education, but there were specific areas that required improvement. Several insights emerged: 3D printing prepares students for the future, promotes student-centred learning, and accommodates various subjects and contexts. This study fills a gap in research, especially about Kuwaiti schools. Furthermore, the findings can inform administrators who are considering the adoption of 3D printing devices in their schools, providing valuable guidance for successful implementation to help students develop soft and engineering skills.