Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to integrate an intervention that would incorporate Emirati artistic and collaborative practices, in an effort to engage them on all levels, such that their academic attainment is positively affected. Preliminary results based on a group of 60 students, from on-going active research, suggest that this method is quite useful in helping pupils to summarise lengthy lessons and increase student engagement and communication amongst peers, which helps them to reinforce scientific theories and concepts. This method further facilitates on the spot identification of misconceptions that students may have, as the instructor can proffer an immediate feedback. Students seem more responsive and motivated as they positively contribute to their learning environment, which is believed, can only further strengthen their internal locus of control. The results satisfy paucity in the literature on effective pedagogic strategies for Arabic ELLs in science.

This reflection looks at pedagogic strategies employed in General Chemistry classes for English Language learners (ELLs) in a rapid response to the COVID-19 pandemic. The approaches included the use of small group systems thinking (ST) activities and a variety of formative assessments geared toward maintaining and enhancing students' language competencies, engagement, and motivation while studying in an online environment. The activities also allowed for prompt instructor feedback. Although the development of these activities proved to be time-consuming, they provided students with an opportunity to reinforce their scientific knowledge construct due to increased participation, time spent on tasks, and communication among peers.

Purpose Managing educational innovation in higher education institutions is a complex process that requires specific strategies based on research and proven frameworks. The aim of this paper was to examine how Bolman and Deal’s (2003) theoretical framework can be used to analyse organisational change processes and to evaluate the progress and outcomes of an educational innovation initiative at a university in the Gulf. This educational innovation involved the use of iPads in curricular practices to enhance pedagogical strategies and student learning outcomes. Design/methodology/approach An ethnographic case study methodology was used to make an empirical inquiry that investigated data obtained from direct observations, informal interviews, holistic field notes and documents to better understand a contemporary phenomenon within its real-life context. Findings A critical analysis of this iPad initiative suggested that the main areas of leading and managing this innovation, through Bolman and Deal’s framework, were effectively centred around the human resources, structural and political frames but were less affected by the symbolic frame. Originality/value The authors provide suggestions, based on their experiences as faculty members and academic administrators, on how such innovations can be effectively led and managed. In addition, a new cross-cultural model is proposed for managing future educational innovations in higher education, particularly in the Gulf region. This new model could also be used to effectively evaluate the implementation and management of other educational changes such as those precipitated by the COVID-19 pandemic.

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