واقع استخدام المعامل الافتراضية في التطبيق العملي لتجارب الكيمياء في التعليم عن بعد أثناء جائحة كورونا من وجهة نظر المعلمات في محافظة بيشة

This study examines EFL teacher interpersonal communication of gender differences in classroom interactions at Muhammadiyah High School in the composition of three different class models: (a) composition of sex-mixed learning group (male and female students in a classroom); (b) composition of singled – learning group specifically for women (only female students in a classroom); and (c) singled-learning group special particularly for men (only male students in a classroom). The pattern of classroom interaction from male and female teachers and students is largely influenced by culture or tradition and by the composition of the class gender. For example, male and female EFL teachers initiated a comparable number of interactions across all learning group composition models, but female teachers started more interactions for all learning group compositions and male teachers started fewer interactions in sex-mixed-type classrooms and specifically for female students singled learning group (student – women’s classroom) while in student – male specific classroom, male teachers had a lot of open-minded interaction. Also, in mixed gender classrooms, both groups of female and male students indicated opened interactions with female teachers and male teachers, while female students learning group interact with female teachers smoothly and openly while male teachers, they maintained excessive interaction, and for male class students, they were very active and opened to interacting both with female teachers and male teachers.

Background: Breast cancer is the most common type of cancer and the second leading cause of death in women. This research was conducted to obtain the information related to knowledge, attitude, and practice of breast self-examination (BSE) among female teachers in some selected secondary schools in Ogbomosho. Materials and Methods: Questionnaires were administered to 173 female teachers in some selected secondary schools in Ogbomosho to obtain information on their demographic data, knowledge of BSE, attitude to BSE, and practice of BSE. The teachers were selected randomly in ten public secondary schools in Ogbomosho. Results: Knowledge of BSE among female secondary school teachers studied in this survey revealed that of 173 respondents, 124 (71.7%) have heard of BSE before. While 103 (59.5%) of the respondents perceive to know how to perform BSE, 73 (42.2%) actually perform it. However, only 11 (15.1%) of those who perform BSE have ever felt lump in their breast. After which, they visit hospital for the diagnosis. Conclusion: This study revealed good knowledge (set of experiences, skills, or insight) and awareness (perception of knowledge using of that knowledge) of breast cancer BSE among the respondents. It is, however, necessary to educate female teachers on proper BSE examination and how to effectively educate and inform their female students. If teachers are adequately educated on breast cancer and BSE, they can transfer the knowledge to their female students.

The study aimed to identify the extent to which the virtual laboratory is used in science teaching and its obstacles from the point of view of science teachers in the Southern Jordan region. The male and female teachers were randomly selected. The results of the study showed that the extent to which science teachers use the virtual laboratory came to a medium degree with arithmetic mean (2.83), and the obstacles faced by science teachers in using the virtual laboratory came to a large degree and arithmetic mean (3.91), and the results also showed that there were no statistically significant differences for the extent of the use of the laboratory The default according to the variables: (gender, educational qualification, and work experience). The study recommended the necessity of holding courses and workshops for teachers and students to develop their attitudes towards the virtual laboratory, training them on the methods of using it, and providing virtual laboratories to include all schools. Keywords: Virtual Laboratory, Virtual Laboratory Obstacles, Science Teachers. DOI: 10.7176/JEP/13-22-02 Publication date: August 31 st 2022

The integration of Artificial Intelligence (AI) in virtual practical labs is revolutionizing the education sector by providing immersive, adaptive, and cost-effective learning experiences. Virtual labs offer significant advantages, such as flexibility, scalability, and accessibility. This paper explores the current state of AI-driven virtual labs, their benefits, challenges, and future prospect, especially in the context of STEM education and research.We analyse AI applications in laboratory simulations, personalized learning, automated assessment, and real-time feedback. Virtual practical lab powered by AI – enhance Virtual Practical labs provide impressive, interactive ,and personalized learning experience, enabling students to conduct experiments in simulated environment that conduct mimic real- world scenarios .Furthermore, we discuss ethical considerations, technological advancements, and case studies of AI-based virtual labs in science, engineering, and medical education. It’s impact on modern education, and the challenges associated with the implementation. The research concludes with recommendations for optimizing AI in virtual practical labs for enhanced pedagogical outcomes.

In the beginning of Coronavirus(Covid-19) outbreak at the end of 2019, distance e-learning has prevailedafter the schools were closed. The present study aims to investigate distance e-learning among teachers and students through their access to distance e-learning, as well as factors that enhance e-learning in distance, such as electronic homework, virtual classrooms, chats, online content, and educational activities. The study's sample consisted of 14897 students and 1,545 teachers at 89 schools in Al Qunfudah city in Saudi Arabia, of which 53 were schools for girls, and 36 were schools for boys. A quantitative methodology was employed in deductive approach, and secondary data were analysed using R software to calculate t-test to found means, p-value, degree of freedom and also present the data in charts. The results show that male teachers and students have greater access to distance e-learning than female teachers and students but the study also found that there was no statistical significance between male and female students in the use of electronic homework and virtual classrooms. However, there is a statistical significance in that girls use more educational activities than boys.

The aim of research is to reveal the effect of a training program based on the TAWOCK model for teaching computational thinking skills on teaching self-efficacy among computer teachers. It used the quasi-experimental approach, with a pre-test and post-test design with a control group. An electronic training program based on the TAWOCK model was designed, and prepared (teaching self-efficacy scale). The research sample included (42) female teachers in the experimental group, and (39) female teachers in the control group. The research reached: There was a statistically significant difference at the level (α ≤ 0.05) between the mean scores of computer teachers in the experimental and control groups in the post application; In favor of the experimental group, the value of the ETA square for the total scale of teaching self-efficacy was (0.613); Which indicates the size of significant impact on the self-teaching effectiveness of female computer teachers. There was also a statistically significant difference at the level (α ≤ 0.05) between the mean scores of computer teachers in the experimental group in the pre and post applications; In favor of the post application, the value of Cohen’s coefficient for the total scale of teaching self-efficacy was (1.26).

Teacher self-disclosure (TSD) is a communication strategy that may positively affect students' learning by encouraging them to participate effectively in English as Foreign Language (EFL) or English as a Second Language (ESL) classroom activities. In addition, it can be considered a Second Language (L2) teaching method that can increase learner's engagement and language learning outcomes. Owning to its context-sensitive and culture-dependent nature, however, TSD topics, purposes, and considerations may vary cross-culturally. This study is an endeavor to investigate EFL University teachers' consciousness of suitability and appropriateness of TSD as well as to find out differences and similarities between male and female EFL teachers' conceptions of the relevance of TSD to successful L2 teaching. In order to achieve these objectives, the Appropriateness of Teacher Self-Disclosure Scale is administered to 60 EFL teachers (30 females and 30 males) from the Foreign Languages Departments at the Faculties of Arts and Humanities of Al Baha University, KSA. Results of the current study refer to the extent to which EFL teachers consider TSD topics, purposes, and considerations to be proper or improper. Moreover, the study finds out concurrence and indifference between male and female teachers' conceptions in topics of TSD, the purposes TSD achieves in classroom settings, and considerations the teachers consider when practicing TSD. The results of the study recommend that EFL teachers can use TSD as a teaching and career development tool to improve learning despite the fact that they should be alert of its influences in some features as TSD is culture and context oriented.

The schooling structure of Pakistan, in terms of quality education and knowledge having the lowest ranking position in the globe. Several reasons can be held to blame for this state of affairs.i.e the quality of learning and competency level of both students and teachers in Pakistan is among the poorest in the region. One of the reasons is the low level of educational qualifications required to become a primary school teacher. Another is the quality of teacher certification programs, which suffers from the lack of adequately trained trainers, little emphasis on teaching practice and non-existence of proper support/monitoring system for teachers. Teacher and its role is one of these rudiments. Because teacher is key part of the schooling and learning progression, which faces diverse tribulations owing to which they cannot play their roles efficiently in the education process. This ongoing text is based on a systematic analysis of the on hand text, decisively analyses the tribulations faced by female primary school teachers in the Khyber-Pakhtunkhwa Pakistan. Conclusion of this present on hand study reveals that teachers are not as much should be provoked towards teaching occupation, due to their appointments, transfers, place of posting and individual promotions, rapid rate of bribery and political affiliations and interference relatively than on merit. In many cases female teachers are appointed in inaccessible areas, where they not only faced with lodging and transport tribulations. The on hand study in additional establish that female teachers are overburdened with additional classes due to lack of teaching staff in primary schools, especially on one side female teachers face huge shortage of teaching and learning resources in schools and on the other side there are smaller amount proficient development opportunities for all teachers especially for female teachers. These few mentioned factors have very much affected the procedure of schooling and education in schools. The on hand study recommends that the problems of female teachers could be resolved to somehow by establishing an atmosphere of faith and intensification the system of answerability, on condition that schooling and education assets to female primary schools, providing ongoing proficient advancement opportunities and incentives to those devoted female teachers, making transparent appointments system and making clear promotions procedure just on merit, making arrangement for providing enough teaching and non teaching staff to female primary schools and rooting out the evil of political interference and involvement

This chapter considers the current state, types, and relevance of modern virtual laboratories, virtual practices, and training in higher engineering education. The four types of virtual laboratories are considering. This work also offers examples of virtual scientific and engineering processes simulation laboratories and virtual remote laboratories, virtual practices, and internship. It analyzes the experience of universities and companies in the virtual laboratories, virtual practices, and internship. Particularly interesting for online learning platforms are the virtual laboratories of edX and the National Platform for Open Education. Finally, the chapter provides recommendations on the development of shared knowledge centers for collective use of virtual installations and laboratories, on ways of remote participation in collaborative work with real unique installations, and on participation in the distributed research unique installations and data processing tools. The authors also indicate directions of the development of supportive virtual internship programs for students.

Facilitating the Creation of Virtual and Remote Laboratories for Science and Engineering Education

Remote and Virtual Labs for Engineering Education 4.0: Achievements of the ELLI project at the TU Dortmund University

A model for evaluating the effectiveness of remote engineering laboratories and simulations in education

Remote cybersecurity laboratories (remote labs) have become increasingly central to academic and professional training in cybersecurity, offering hands-on experiences and reducing the infrastructure requirements for institutions. This paper provides a comprehensive analysis of the software requirements and challenges associated with implementing remote labs in cybersecurity education. The authors review existing literature; highlight gaps; propose best practices for designing robust, scalable, and secure remote lab environments; and emphasize the significance of addressing pedagogical needs alongside technical constraints. The insights presented aim to guide educators, system designers, and policymakers toward effective adoption and improvement of remote cybersecurity labs.

The area of study grew out of the author's experiences during her practical in Warwickshire and Coventry schools, and from her concerns as a pre-service teacher about class control, pupils' responses to her reprimands and the pupils' subsequent behaviour. The purpose of the study was to investigate the nature and extent of pupil misbehaviour incidents in secondary school mixed-sex physical education lessons, and the responses of experienced male and female physical education teachers to those incidents. Ten schools were randomly selected from forty-five co-educational secondary schools within a twenty-five mile radius of an East Midlands University. Coders, working in pairs and trained in the data-collecting procedures, observed 119 mixed-sex physical education lessons in fourteen activities, and they recorded 593 pupil misbehaviour incidents. The number of intact classes observed. in each school ranged from ten to fourteen with the length of the lesson ranging from twenty-five to seventy minutes and the class size ranging from sixteen to thirty-one pupils. The number of teachers involved in each school varied from two to four and, of the observed lessons, sixty-two were taught by male teachers and fifty-seven by female teachers. The majority of pupil misbehaviour incidents occurred during teachers' instructions and generally involved one pupil or a group of pupils, although a ripple effect was sometime evident. Although they usually involved one pupil or a group of pupils, a greater number of pupils were affected by the incidents. The incidents were mainly teacher-owned and the teachers usually dealt with them in fifteen seconds or less. There was no significant difference in the frequency of pupil misbehaviour incidents between morning and afternoon classes but males committed significantly more misbehaviour incidents. The teachers' responses were mainly verbal with the vast majority being made in public and in a controlled and fun manner. The teachers' focus was on the pupils' behaviour, and, in taking a final action against misbehaving pupils, teachers tended to allow them to remain in the class. Male teachers had more disruption between pupils but less attentional incidents than female teachers, and in their responses to pupil misbehaviour incidents they were less verbal, more private and more controlled and firm.

This study aimed to identify the reality of using the performance tasks in teaching the curriculum of family education in middle stage by female teachers in Hail region, in order to achieve this goal the researcher used the descriptive analytical method . She also used a questionnaire (as a main tool of the research), and note card for analyzing the achievement files. She applied all that on a random sample contained 62 female teachers who teach the curriculum of family education for the intermediate grade. The results of this research: 1- the axis of understanding of female teachers who teach the curriculum of family education about the performance tasks and its application has got an average of (2.60 out of 5) (medium) , the axis of the reality of using the performance tasks by female teachers who teach the curriculum of family education has got a medium rate ( 3.68 out of 5) ( high ) . 2- the axis of the obstacles which counter applying the performance tasks by the female teachers who teach the family education ( according to the evaluating of female students) has got medium rate (2.34 out of 5) ( medium). 3- there were not any significant statistical differences (ɑ ≤ 0.05) at the indicator level among the averages of the responses of study sample in all the axes according to the variables of specialization and experience , and according to the variable of academic qualification in the tow axes ( the limit of understanding the concept of performance tasks and its using by female teachers ,and the obstacles which counter the female teachers during applying the performance tasks). 4- there were some differences in the axis of the reality of using performance tasks by female teachers ( with different academic degree bachelor or master degree ,or intermediate degree ) who teach the curriculum of family education during evaluating the female students According to the results, the researcher suggested several recommendations in order to generalize using the approaches of performance tasks in different stages of public education, activating it in all the aspects of performance, and raise awareness about the performance tasks inside the school and in the society.