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This study aims to examine the perspectives of various stakeholders, such as students and educators, on the use of artificial intelligence in teaching mathematics, specifically after the launch of ChatGPT. The study adopts a qualitative case study approach consisting of two stages: content analysis of interviews and investigation of user experience. The first stage of the study shows that ChatGPT is recognized for its improved math capabilities and ability to increase educational success by providing users with basic knowledge of mathematics and various topics. ChatGPT can offer comprehensive instruction and assistance in the study of geometry, and the public discourse on social media is generally positive, with enthusiasm for the use of ChatGPT in teaching mathematics and educational settings. However, there are also voices that approach using ChatGPT in educational settings with caution. In the second stage of the study, the investigation of user experiences through three educational scenarios revealed various issues. ChatGPT lacks a deep understanding of geometry and cannot effectively correct misconceptions. The accuracy and effectiveness of ChatGPT solutions may depend on the complexity of the equation, input data, and the instructions given to ChatGPT. ChatGPT is expected to become more efficient in resolving increasingly complex mathematical problems. The results of this investigation propose a number of avenues for research that ought to be explored in order to guarantee the secure and conscientious integration of chatbots, especially ChatGPT, into mathematics education and learning.

The issue of preparing qualified and motivated teachers equipped with all the essential pedagogical and content knowledge and language proficiency has recently become a top priority in many countries, including the United Arab Emirates (UAE). The main aim of the present study is to investigate the impact of teaching practice on pre-service teachers' perceptions of their pedagogical preferences, teaching competence and motivation for choosing teaching as a future career. The study employed both quantitative and qualitative methods in order to have a better understanding of the phenomenon. A five Likert scale questionnaire and a focus group interview were used to collect the necessary data. The questionnaire was distributed and collected from 30 senior prospective female teachers in both elementary and early childhood education programs in a university in the UAE, while the interviews were conducted with only 12 volunteered student teachers. The study's results revealed positive views about the two groups' pedagogical preferences, teaching competence and motivation. Many of the statistically significant results were in favour of the elementary group. Overall, a considerable number of results revealed that prospective teachers view teaching practice experience to have an impact on their pedagogical preferences, teaching competence and motivation. The study concluded with some implications and/or recommendations for future research.

In light of the COVID-19 pandemic that has resulted in several countries being locked down, there has been a paradigm shift in terms of learning worldwide. As a result, educational institutions in the United Arab Emirates (UAE) have acted swiftly and shifted from face-to-face education to distance learning. Thus, this study investigated high school students’ perspectives on the distance learning of mathematics. The research employed a quantitative method using a developed and validated online survey. The convenience sampling consisted of 580 high school students in Al Ain. Descriptive statistical analysis of the mean and standard deviation of scores was used and then interpreted based on Gagné’s rating (1991). In general, the results showed that the students had an ambivalent view of their distance learning experience. Notably, students’ most negative perceptions were about missing the interaction with teachers and colleagues, and disapproving of the unfavourably long screen times. Furthermore, 78.3% of the participants showed no preference for choosing to study mathematics by distance learning in the future, given a choice. This study has extra relevance since the process of distance learning has become more prevalent in the UAE owing to the COVID-19 pandemic. Thus, it is imperative that educational institutions try to understand the complexity and embedded nature of distance learning, and the challenges encountered by students while they are studying mathematics in an online environment.

This study aims to review the existing literature on using ChatGPT in academic writing and its implications regarding plagiarism. Various databases, including Scopus, Google Scholar, ScienceDirect, and ProQuest, were searched using specific keywords related to ChatGPT in academia, academic research, higher education, academic publishing, and ethical challenges. The review provides an overview of studies investigating the use of ChatGPT in academic writing and its potential association with plagiarism. The results of this study contribute to our understanding of the use and misuse of ChatGPT in academic writing, considering the growing concern regarding plagiarism in higher education. The findings suggest that ChatGPT can be a valuable writing tool; however, it is crucial to follow responsible practices to uphold academic integrity and ensure ethical use. Properly citing and attributing ChatGPT’s contribution is essential in recognizing its role, preventing plagiarism, and upholding the principles of scholarly writing. By adhering to established citation guidelines, authors can maximize ChatGPT’s benefits while maintaining responsible usage.