The COVID-19 pandemic has presented an opportunity to rethink higher education. This study focused on analysing experiences from three higher education institutions (HEIs) in the United Arab Emirates (UAE) since the onset of the crisis and explored how university leaders and professors in these institutions imagine post-COVID-19 higher education. The study aimed to find out whether the pandemic has been a factor that has helped to legitimize online teaching and learning as a universal mode of delivery across different fields of studies, or if the Zoom fatigue has shown its limitations. In addition, the research investigated what transformations university experts predict and their vision for the future of higher education. The study found that many lessons learnt during the period of forced adoption of distance education will be used by universities to enhance and expand online learning provisions. This shift will be driven by the investments the universities have made in distance education and the increased familiarity of the students, staff and institutions with e-learning. The study participants foresee that more sophisticated forms of hybrid campuses will be a more appropriate model for the future, if face-to-face (F2F) classrooms do not return.
The study identifies the behavioural characteristics of gifted students in Al Ain, United Arab Emirates. Using Renzulli's scales for rating the behavioural characteristics of superior students (SRBCSS), data were collected of 192 male and female students from Grades 6 to 9 employing a descriptive analytical approach. One-way ANOVA and Scheffe tests for post hoc comparisons were used to analyse the data. The results indicate that the highest distinguished characteristics of the students are planning, learning, communication-accuracy and motivation. The results also showed that gender was statistically significant in favour of males in all characteristics, except communication-expression. Moreover, the results showed that grade was statistically significant in favour of the eighth grade in all scales, except for motivation, musical, mathematical and scientific characteristics, which were in favour of the sixth grade and only one scale in favour of the ninth grade, i.e., creativity characteristics.
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