Metacognitive thinking skills in teacher education is very important. Therefore, it is important to focus on understanding education instead of memorization, using knowledge, solving problems related to new situations, being able to explain, synthesize and generalize and develop hypotheses. The purpose of this research was to examine the level of metacognitive thinking skills (MTSs) among talented science education students (TSESs) at Sultan Qaboos University (SQU), Oman. A purposeful sample of 77 TSESs was used to achieve this goal. The TSESs are registered in the Bachelor of Science Education program, and they have a high academic achievement. The TSESs responded to Omani Metacognitive Thinking Scale. This scale consists of 42 items distributed into three domains: Knowledge of cognition, regulation of cognition, and cognitive processing. The results indicated that TSESs possessed a high level of MTSs.

Visual arts are activities that contribute to educating learners with and without special needs. These activities provide an opportunity for learners with special needs (LSN) to freely express their feelings, conflicts, psychological problems, and their artistic creativity. Visual arts are considered as a source of satisfaction, development of the feeling of achievement, and happiness, and a means of activating thinking and learning. In the professional context, art therapy is one of the therapeutic interventions in special education programs. The aim of this research was to explore effects of a Special Art Education (SAE) Course on attitudes toward Omani LSN. Participants of 19 undergraduate students of Art Education Department (AED), Sultan Qaboos University (SQU) were involved in this research. Participants responded to the scale of attitudes towards the LSN before and after studying the SAE course. The scale consisted of 30 items distributed into three domains related to course instructor, course topics, and course teaching methods. The results indicated that these domains contributed to improving participants' attitudes. This improvement was demonstrated by the size effects of the SAE course on participants' attitudes toward Omani LSN.

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This study examined the mediating role of career decision self-efficacy in the relationship between career locus of control and career aspiration. A 9-item Career Aspirations Scale, 31-items Career Locus of Control Scale, and 24-item Career Decision Self-Efficacy Short Form were administered to 2700 students from grades 10 to 11 studying in high schools. Path analysis results indicated that a positive direct effect of the internal locus of control on career aspiration and a negative direct effect of powerful others on career aspiration. Internal control, luck, and powerful others explained 43% of the variation in career decision self-efficacy. The results showed a positive direct effect of career decision self-efficacy on career aspiration. All together internal control, luck, powerful others, and career decision self-efficacy explained 42% of the variation in career aspiration. Implications were discussed to enhance internal locus of control and career self-efficacy among students.

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