Education is recognized as a human right since the adoption of Universal Declaration of Human Rights in 1948 besides health and shelter. Education for All Goals was established where more than 150 governments have adopted world declaration on Education for All policy to support the universal right for education. The ultimate goal of many countries is to guarantee the optimum educational access rates for improving the quality. Similarly, quality is reflected by a range of indicators, including government spending on education, student/teacher ratios, teacher qualifications, test scores, and the length of time students spend in school. Every investment must be measured against how it can serve such aspects to ensure the ultimate quality of Education for All programs. Investing in education reinforces a society’s wealth and growth, where individuals can easily improve their own personal efficacy, productivity, and incomes. A major challenge lies in defining the ideal education indicators and circumstances among countries; especially poorly developed countries that strive to establish a quality evaluation theme. Therefore, there is need of multifaceted standpoint and reasoning framework to realize educational policy evaluations that can truly contribute to the improvement of educational situation in developing countries and around the world.

Resilient organizations and academic institutions have been identified as contributing immensely to resilient communities. The majority of organizations showing preparedness to mitigate the impact of COVID-19 have deployed an efficient organizational resilience framework. Yet, there is little research on organizational resilience, and the conceptualization of resilience as a complex variable has not been achieved. Focusing on the higher education sector in the UAE during the COVID-19 pandemic, the current study aims to contribute to this promising research area by exploring and expanding a theoretical model on organizational capabilities that constitute organizational resilience. A qualitative phenomenological research design was utilized, where a total of 13 executives from reputable universities were interviewed, followed by a thematic analysis of the data. Findings provided deep insight into the status of universities in the UAE that are currently in the early adaptation stage of the current crisis. Organizational resilience was conceptualized as a process that comprises three successive stages (anticipation, coping, and adaptation), five key antecedents (knowledge, resources availability, social resources, power relationships, and innovative culture), and two main moderators (crisis leadership traits and employee resilience). Important findings were also identified on the needed crisis leadership styles. Recommendations for practice and research are discussed.

STEM education has become one of the most rapidly growing sectors in educational reform globally. Whilst the program was successfully implemented in most countries, unfortunately the introduction in Saudi Arabia was not as successful due to a lack of clarity in the description of its meaning, purpose and framework of application. Although STEM is commonly recognized as a way of strengthening mathematics and science curricula, its exact implications are still unclear for any intervention or modification in any of the subjects related to science, mathematics, engineering and Technology, (STEM) implementation. In 2009, the Ministry of Education (MOE) introduced a new mathematics and science curriculum in a joint effort with Obeikan Research Development Company, as an adapted series of science and mathematics textbooks. The new adapted curricula attempt to make meaningful connection between student's lives and their educational experiences through the implementation of new teaching practices which include student centred investigation strategies and problem-based learning.

STEM education has become one of the most rapidly growing sectors in educational reform all over the world. Whilst the program has been successfully implemented in most countries, unfortunately it has not been introduced as successfully in Saudi Arabia on account of lack of clarity of the general description of the meaning of STEM and its purpose and framework of application. In 2009, the Ministry of Education (MOE) introduced a new mathematics and science curriculum, in collaboration with Obeikan Research Development Company, as an adapted series of science and mathematics textbooks produced by an American publishing company McGraw Hill. The adapted curricula attempt to make meaningful connection between student's lives and their educational experiences through the implementation of new teaching practices which include student-centred investigation strategies and problem-based learning. The study was limited to Jeddah, Saudi Arabia and used the interviews of high school mathematics and science teachers and class observational methods as a means of qualitative research in order to address the following research questions: • What are the major aspects of the new mathematics and science curricula that serve as a means of the implementation of STEM education in Saudi Arabia? • What are the perceptions of teachers on the implementation of the newly adapted science and mathematics curricula? • How are the newly adapted mathematics and science curricula delivered in the classrooms as form of STEM education? Results revealed that even though there is haziness in mathematics and science teachers on the actual meaning of the concept of STEM education and its practice, the new teaching strategies that are required by the MOE for the successful implementation of the adjusted curricula, were found to be equivalent to teaching practices that have been proven effective in the implementation of STEM education.

The Islamization of Knowledge process is considered as one of the most important and intellectual movements of the 20 ih century. It is also one of the most credible and longstanding contemporary Muslim intellectual responses towards modernism. The undefined structure and framework of the Islamization process makes it a challenging task and recognized more as a theory rather than effective methodology plan. This paper focuses on the Islamization of Knowledge in general, comprising with its history, definition and pioneers. Moreover, Islamization of science subjects in specific with the objective of introducing a framework for this phenomenon, based on Al-Farouqi's 12step work-plan and Berghout's framework using a descriptive theoretical theory.