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The reality and challenges of using artificial intelligence applications to teach children with disabilities from the perspective of their teachers
Samirah Abdu Ahmed Bahkali

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A Content Analysis of the Science Textbook for the First Intermediate Grade in the Kingdom of Saudi Arabia in Light of Metacognitive Thinking Skills
Ibtisam Mohammed Al-Shahri and Falha Faraj Al-Aqla

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Requirements for Enhancing Dynamic Smart Leadership (DSL) to Achieve Sustainable Competitive Advantage in Saudi Universities
Tahani Ali Al-Mutlaq

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School Belonging among Primary School Female Students with Disabilities in the Context of Inclusive Education in Public Schools in Saudi Arabia: A Mixed-Methods Study
Basmah Fahad Alshahrani

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Characteristics of Influential Faculty Members in Higher Education: A Phenomenological Exploration of Graduate Students’ and Department Chairs’ Perspectives
Yousef Farraj Alfarraj, Abdulaziz Alghamdi, Faisal Mohammed Alhamad, and Abdullah Fawaz Alotaibi

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Transitional Services Provided for Students with Autism Spectrum Disorder in Saudi Arabia: A Mixed-Methods Study of the Perspective of Their Teachers
Ghaniah Ibrahim Ain

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Benchmarking Two Saudi BA English Programs: Accreditation Alignment, Exit Points, and CEFR Proficiency Targets
Abdullah Ali Altamimi

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Employing Predictive Learning Analytics in Early Assessment of Student Performance in Public Education in Jeddah During the Digital Transformation of Education
Nawal bint Mohammed Al-Zahrani

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The Effectiveness of a Proposed Brain-Targeted Instruction Program Based on Mariel Hardiman’s Model to Develop Sustainable Thinking Skills and Reduce Cognitive Failure Rate in the Ecology course among First-Year Secondary Students
Dr. Misfer Khafir Al-Qarni

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The Reality of Science Teachers’ Use of the Reciprocal Teaching Strategy and the Level of Scientific Communication and Dialogue Skills among Middle School Students in Sakaka City: A Proposed Framework
Bassam Fahad Alrasheid