Youmen Chaaban
Biographic Data
| ID | 1434178 |
|---|---|
| NAME | Youmen Chaaban |
| GIVEN NAMES | Youmen |
| FAMILY NAME | Chaaban |
| SIGNATURE | CHAABAN Y |
| AFFILIATIONS | Qatar University |
| ORCID | 0000-0002-3708-3722 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Individual agency and sustainability initiatives in STEM careers and education: A scoping review
Individual agency—the capacity to make purposeful choices and enact change—plays an important role in advancing sustainability in Science, Technology, Engineering, and Mathematics (STEM) education and professional careers. However, a clear, consolidated understanding of how this agency is conceptualized, operationalized, and enacted across STEM fields is lacking. This scoping review systematically maps the existing literature to answer the questi…
Exploring Possibilities for Leadership Development in Qatar’s Government Schools: A Qualitative Study
This study explored how school principals in Qatar’s governmental schools perceive and experience their leadership development. We employed a qualitative phenomenological approach with semi-structured interviews conducted with 10 principals, all of whom have substantial experience in education and school leadership. Thematic analysis identified three main themes: (1) pathways to leadership, (2) formal and informal leadership development and (3) o…
Agentic Engagement with Educational AI Chatbots Among Pre-service Teachers: A Mixed-Method Study in Qatar
Agentic engagement captures students’ intentional efforts to shape their learning environment and co-create their educational experiences. However, there is limited understanding of why engagement with educational artificial intelligence (AI) chatbots varies among students, particularly among pre-service teachers, and agentic engagement is often overlooked in AI-mediated instruction. This mixed-method study explored engagement with an AI chatbot …
School principals’ perspectives on non-Arabic speaking students through a social justice lens: Q methodology research
This Q methodology study investigates how school principals in Qatari government schools perceive their experiences with non-Arabic speaking students through a social justice leadership lens. We draw on a number of theoretical perspectives and conceptualizations to operationalize our exploration of school principals’ interactions and entanglements with social justice in the context of a centralized educational system. The analysis of 24 Q sorts r…
Exploring middle leaders’ perspectives and experiences of their leadership roles in Qatari government schools: Q methodology research
This study examines how middle leaders in Qatari government schools interpret and enact their roles within a persistently centralised policy environment. Using Q methodology, 26 subject coordinators from seven schools sorted 41 statements designed to capture intrapersonal, relational and contextual influences on middle leadership. By-person factor analysis produced four shared viewpoints: (F-1) the pragmatic professional sustained confidence thro…
Sources fostering engineering students’ academic well-being in PBL environments: A cross-national comparative analysis
This study explores students’ perspectives on academic well-being, employing a theoretical framework to identify sources of support across two distinct educational institutions that adopt Project-/Problem-Based Learning (PBL) as the core learning approach for the curriculum. The research highlights how both internal (e.g. personal drive) and external (e.g. peer and institutional support) factors influence academic well-being in diverse educationa…
Engineering students’ agency for sustainability in a PBL context: Q methodology research
Sustainability has become a central concern in engineering education, requiring future engineers to address complex ecological, social, and economic challenges while exercising professional agency. This study examines engineering students’ perceptions of their sustainability agency within a Problem-Based Learning (PBL) environment, using Q methodology to capture diverse viewpoints among students enrolled in the same course. The analysis identifie…
What it means to learn with GenAI: Theorising student teachers’ perspectives on learning with GenAI through Q methodology research
This Q study explores how student teachers conceptualize learning with GenAI and how their perspectives align with or challenge existing educational frameworks. Thirty-one student teachers sorted 44 statements derived from contemporary learning theories. The factor analysis revealed three distinct viewpoints: (1) students who view GenAI as a collaborative partner (F-1 GenAI is my sidekick), (2) those who approach it with scepticism (F-2 GenAI is …
Exploring research ethics through the lens of critical posthumanism in the age of Artificial Intelligence
Drawing on critical posthumanism, I attempt to theorize an alternative, non-linear conceptualization of graduate students’ experiences with AI ethics in the context of an educational research methodology course. The conceptual tools of assemblage, distributive agency and ethical criticality were used as the theoretical framework to examine the complex, relational processes that graduate students ought to engage in to develop AI ethics. As the adv…
Exploring sources of engineering students’ academic well-being through Q-methodology research
Recent interest in academic well-being has promoted universities to take proactive measures that support students in navigating the challenges of university life, in all its complexity. Drawing on systems theory, this study explored the sources of engineering students’ academic well-being at one university in Qatar. Q methodology was applied to collect and analyze data using a 31-item Q-sample. Forty-four male engineering students participated in…
Exploring pre-service teachers’ professional experiences through the lens of boundary crossing: An Australian case study
This qualitative case study uses a boundary crossing lens to explore pre-service teachers’ professional experience through their own perspectives and those of their mentor teachers. A constant comparative method was used to analyse multiple sources of data, including in-depth interviews, field observations, feedback sessions, and reflection meetings. Data analysis revealed three major themes and nine subthemes. These themes illustrated the way th…
The challenges of policy borrowing: Exploring education faculty professional agency and Caep accreditation in Oman and Qatar
Policy borrowing from other regions has presented significant obstacles for higher education faculty in the Gulf Cooperation Council (GCC) countries. Specifically, accreditation for higher education institutions has become problematic. This study explored the perceptions of faculty in two colleges of education on the influence of the Council for the Accreditation of Educator Preparation (CAEP) policies and procedures on their professional agency.…
Supports and constraints to middle leadership development in higher education: A Q-methodology study
Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was …
Middle leaders’ sensemaking of their leadership practices in response to educational disruption: A Q-methodology study
Middle leaders were required to navigate the complexities of educational disruption and respond to internal and external demands throughout the pandemic. This shifting educational context necessitated a sensemaking process to better understand and act on the issues which gave rise to ambiguities in their school environment. This study investigated the sensemaking processes employed by 27 middle leaders from 20 government schools in Qatar, at a ti…
Understanding Researchers’ AI Readiness in a Higher Education Context: Q Methodology Research
Taking a human-centered socio-cultural perspective, this study explored the manifold individual and structural processes that contribute to researchers’ AI readiness. Forty-three graduate students and faculty at one university in Qatar took part in this Q methodology study. The results represented participants’ collective perspectives on what they considered relevant to their AI readiness. A 5 + 1-factor solution was accepted, illustrating divers…
Problematizing constructive alignment in higher education in gulf cooperation council countries
Constructive alignment (CA) has developed into one of the most significant concepts in higher education since its establishment in the late 1990s. CA is a powerful instrument for curriculum design that aligns learning outcomes with teaching and learning activities and assessments to enhance the quality of students’ learning. In this conceptual study, Foucault’s concept of problematization is used as the theoretical framework to explain how and wh…
Um modelo da inter-relação entre ética em pesquisa e integridade em pesquisa
Objetivo: O objetivo deste artigo é explorar a inter-relação entre ética em pesquisa e integridade em pesquisa, com foco nas principais formas de má conduta em pesquisa, incluindo plágio, fabricação e falsificação. Também detalha os principais fatores para sua ocorrência e as possíveis formas de mitigar seu uso entre os pesquisadores acadêmicos. Métodos: O método empregou um exame detalhado dos principais dilemas éticos, conforme delineados na li…
An Exploration of Sources Fostering First-Year Engineering Students’ Academic Well-Being in a PBL Environment
Contribution: This article contributes to the literature surrounding first-year engineering students’ academic well-being by proposing a conceptual framework guiding an understanding of supportive sources that foster students’ academic well-being. A survey was designed and tested accordingly, and four factors that contribute to students’ academic well-being were identified to inspire the improvement of a future course and curriculum design. Backg…
A critical analysis of education policy in turbulent times: A comparative study
This study is a qualitative investigation of education policies and decision making during COVID-19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon, Morocco, Palestine, and Qatar. It aims at scrutinizing how these countries responded to the education disruption caused by the pandemic between February 2020 and July 2021 and how they managed the resulting turbulence. We also investigate the extent to which the…
An integrated systems model for understanding experiences of academic leadership development in Qatar
While leadership development is acknowledged as essential for institutional growth in the higher education sector, it remains poorly understood and under researched both empirically and theoretically. Although knowledge in this area is growing in wes- tern contexts, there is little published data from the Arabic speaking world. This article addresses this gap by reporting on a Qatar National Research Fund (QNRF) funded research project which aime…
Exploring teachers’ perspectives on career development: Q methodology research
Recruiting, preparing and supporting teachers remain a public concern in many countries, with similar concerns voiced in Qatar. Using a Systems Theory Framework, this study explored the systems of influence on Qatari teachers' career development within individual, social, and environmental-societal contexts. Q methodology was applied, using a 40-statement Q-sample. Forty-two teachers participated in this study, including 27 males and 15 females. …
Exploring teachers’ professional agency within shifting educational contexts: A comparative study of Lebanon, Qatar, Kuwait, and Morocco
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption
School leaders’ perspectives towards leading during crisis through an ecological lens: A comparison of five Arab countries
This qualitative study compared school leaders’ perspectives towards their leadership practices in times of emergency caused by the COVID-19 pandemic. A total of twenty-seven school leaders from public and private schools across five Arab countries (Kuwait, Lebanon, Morocco, Palestine, and Qatar) participated in the study. Following Turbulence Theory and an ecological framework, the study adopted in-depth semi-structured interviews to respond to …
Active learning engagement in teacher preparation programmes - A comparative study from Qatar, Lebanon and China
This study investigated student teachers’ preferred active learning strategies, and those which they actually received during their teacher preparation programmes. An explanatory mixed methods research design was adopted, including a survey completed by 308 participants and group interviews involving 38 participants. Data were gathered from student teachers completing their university education in three countries: Qatar, Lebanon, and China. Resul…
Novice teachers' job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools
Exploring teachers’ professional agency within shifting educational contexts: A comparative study of Lebanon, Qatar, Kuwait, and Morocco
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption
School leaders’ perspectives towards leading during crisis through an ecological lens: A comparison of five Arab countries
This qualitative study compared school leaders’ perspectives towards their leadership practices in times of emergency caused by the COVID-19 pandemic. A total of twenty-seven school leaders from public and private schools across five Arab countries (Kuwait, Lebanon, Morocco, Palestine, and Qatar) participated in the study. Following Turbulence Theory and an ecological framework, the study adopted in-depth semi-structured interviews to respond to …
Exploring teachers’ perspectives on career development: Q methodology research
Recruiting, preparing and supporting teachers remain a public concern in many countries, with similar concerns voiced in Qatar. Using a Systems Theory Framework, this study explored the systems of influence on Qatari teachers' career development within individual, social, and environmental-societal contexts. Q methodology was applied, using a 40-statement Q-sample. Forty-two teachers participated in this study, including 27 males and 15 females. …
Supports and constraints to middle leadership development in higher education: A Q-methodology study
Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was …
Middle leaders’ sensemaking of their leadership practices in response to educational disruption: A Q-methodology study
Middle leaders were required to navigate the complexities of educational disruption and respond to internal and external demands throughout the pandemic. This shifting educational context necessitated a sensemaking process to better understand and act on the issues which gave rise to ambiguities in their school environment. This study investigated the sensemaking processes employed by 27 middle leaders from 20 government schools in Qatar, at a ti…
A critical analysis of education policy in turbulent times: A comparative study
This study is a qualitative investigation of education policies and decision making during COVID-19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon, Morocco, Palestine, and Qatar. It aims at scrutinizing how these countries responded to the education disruption caused by the pandemic between February 2020 and July 2021 and how they managed the resulting turbulence. We also investigate the extent to which the…
An integrated systems model for understanding experiences of academic leadership development in Qatar
While leadership development is acknowledged as essential for institutional growth in the higher education sector, it remains poorly understood and under researched both empirically and theoretically. Although knowledge in this area is growing in wes- tern contexts, there is little published data from the Arabic speaking world. This article addresses this gap by reporting on a Qatar National Research Fund (QNRF) funded research project which aime…
Novice teachers' job satisfaction and coping strategies: Overcoming contextual challenges at Qatari government schools
Active learning engagement in teacher preparation programmes - A comparative study from Qatar, Lebanon and China
This study investigated student teachers’ preferred active learning strategies, and those which they actually received during their teacher preparation programmes. An explanatory mixed methods research design was adopted, including a survey completed by 308 participants and group interviews involving 38 participants. Data were gathered from student teachers completing their university education in three countries: Qatar, Lebanon, and China. Resul…
Exploring teachers’ professional agency within shifting educational contexts: A comparative study of Lebanon, Qatar, Kuwait, and Morocco
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption
School leaders’ perspectives towards leading during crisis through an ecological lens: A comparison of five Arab countries
This qualitative study compared school leaders’ perspectives towards their leadership practices in times of emergency caused by the COVID-19 pandemic. A total of twenty-seven school leaders from public and private schools across five Arab countries (Kuwait, Lebanon, Morocco, Palestine, and Qatar) participated in the study. Following Turbulence Theory and an ecological framework, the study adopted in-depth semi-structured interviews to respond to …
Exploring teachers’ perspectives on career development: Q methodology research
Recruiting, preparing and supporting teachers remain a public concern in many countries, with similar concerns voiced in Qatar. Using a Systems Theory Framework, this study explored the systems of influence on Qatari teachers' career development within individual, social, and environmental-societal contexts. Q methodology was applied, using a 40-statement Q-sample. Forty-two teachers participated in this study, including 27 males and 15 females. …
An Exploration of Sources Fostering First-Year Engineering Students’ Academic Well-Being in a PBL Environment
Contribution: This article contributes to the literature surrounding first-year engineering students’ academic well-being by proposing a conceptual framework guiding an understanding of supportive sources that foster students’ academic well-being. A survey was designed and tested accordingly, and four factors that contribute to students’ academic well-being were identified to inspire the improvement of a future course and curriculum design. Backg…
A critical analysis of education policy in turbulent times: A comparative study
This study is a qualitative investigation of education policies and decision making during COVID-19 pandemic in five Middle East and North Africa Region (MENA) countries: Kuwait, Lebanon, Morocco, Palestine, and Qatar. It aims at scrutinizing how these countries responded to the education disruption caused by the pandemic between February 2020 and July 2021 and how they managed the resulting turbulence. We also investigate the extent to which the…
An integrated systems model for understanding experiences of academic leadership development in Qatar
While leadership development is acknowledged as essential for institutional growth in the higher education sector, it remains poorly understood and under researched both empirically and theoretically. Although knowledge in this area is growing in wes- tern contexts, there is little published data from the Arabic speaking world. This article addresses this gap by reporting on a Qatar National Research Fund (QNRF) funded research project which aime…
Understanding Researchers’ AI Readiness in a Higher Education Context: Q Methodology Research
Taking a human-centered socio-cultural perspective, this study explored the manifold individual and structural processes that contribute to researchers’ AI readiness. Forty-three graduate students and faculty at one university in Qatar took part in this Q methodology study. The results represented participants’ collective perspectives on what they considered relevant to their AI readiness. A 5 + 1-factor solution was accepted, illustrating divers…
Problematizing constructive alignment in higher education in gulf cooperation council countries
Constructive alignment (CA) has developed into one of the most significant concepts in higher education since its establishment in the late 1990s. CA is a powerful instrument for curriculum design that aligns learning outcomes with teaching and learning activities and assessments to enhance the quality of students’ learning. In this conceptual study, Foucault’s concept of problematization is used as the theoretical framework to explain how and wh…
Um modelo da inter-relação entre ética em pesquisa e integridade em pesquisa
Objetivo: O objetivo deste artigo é explorar a inter-relação entre ética em pesquisa e integridade em pesquisa, com foco nas principais formas de má conduta em pesquisa, incluindo plágio, fabricação e falsificação. Também detalha os principais fatores para sua ocorrência e as possíveis formas de mitigar seu uso entre os pesquisadores acadêmicos. Métodos: O método empregou um exame detalhado dos principais dilemas éticos, conforme delineados na li…
Exploring research ethics through the lens of critical posthumanism in the age of Artificial Intelligence
Drawing on critical posthumanism, I attempt to theorize an alternative, non-linear conceptualization of graduate students’ experiences with AI ethics in the context of an educational research methodology course. The conceptual tools of assemblage, distributive agency and ethical criticality were used as the theoretical framework to examine the complex, relational processes that graduate students ought to engage in to develop AI ethics. As the adv…
Exploring sources of engineering students’ academic well-being through Q-methodology research
Recent interest in academic well-being has promoted universities to take proactive measures that support students in navigating the challenges of university life, in all its complexity. Drawing on systems theory, this study explored the sources of engineering students’ academic well-being at one university in Qatar. Q methodology was applied to collect and analyze data using a 31-item Q-sample. Forty-four male engineering students participated in…
Exploring pre-service teachers’ professional experiences through the lens of boundary crossing: An Australian case study
This qualitative case study uses a boundary crossing lens to explore pre-service teachers’ professional experience through their own perspectives and those of their mentor teachers. A constant comparative method was used to analyse multiple sources of data, including in-depth interviews, field observations, feedback sessions, and reflection meetings. Data analysis revealed three major themes and nine subthemes. These themes illustrated the way th…
The challenges of policy borrowing: Exploring education faculty professional agency and Caep accreditation in Oman and Qatar
Policy borrowing from other regions has presented significant obstacles for higher education faculty in the Gulf Cooperation Council (GCC) countries. Specifically, accreditation for higher education institutions has become problematic. This study explored the perceptions of faculty in two colleges of education on the influence of the Council for the Accreditation of Educator Preparation (CAEP) policies and procedures on their professional agency.…
Supports and constraints to middle leadership development in higher education: A Q-methodology study
Middle leadership development in a Higher Education context can be understood as a complex endeavor, influenced by interactions and interrelations within multiple systems. We explored the perspectives of thirty-five male and female middle leaders on the conditions influencing their leadership development at one university in Qatar. Q methodology was applied to collect and analyze data quantitatively and qualitatively. A 40-statement Q-sample was …
Middle leaders’ sensemaking of their leadership practices in response to educational disruption: A Q-methodology study
Middle leaders were required to navigate the complexities of educational disruption and respond to internal and external demands throughout the pandemic. This shifting educational context necessitated a sensemaking process to better understand and act on the issues which gave rise to ambiguities in their school environment. This study investigated the sensemaking processes employed by 27 middle leaders from 20 government schools in Qatar, at a ti…
Individual agency and sustainability initiatives in STEM careers and education: A scoping review
Individual agency—the capacity to make purposeful choices and enact change—plays an important role in advancing sustainability in Science, Technology, Engineering, and Mathematics (STEM) education and professional careers. However, a clear, consolidated understanding of how this agency is conceptualized, operationalized, and enacted across STEM fields is lacking. This scoping review systematically maps the existing literature to answer the questi…
Exploring Possibilities for Leadership Development in Qatar’s Government Schools: A Qualitative Study
This study explored how school principals in Qatar’s governmental schools perceive and experience their leadership development. We employed a qualitative phenomenological approach with semi-structured interviews conducted with 10 principals, all of whom have substantial experience in education and school leadership. Thematic analysis identified three main themes: (1) pathways to leadership, (2) formal and informal leadership development and (3) o…
Agentic Engagement with Educational AI Chatbots Among Pre-service Teachers: A Mixed-Method Study in Qatar
Agentic engagement captures students’ intentional efforts to shape their learning environment and co-create their educational experiences. However, there is limited understanding of why engagement with educational artificial intelligence (AI) chatbots varies among students, particularly among pre-service teachers, and agentic engagement is often overlooked in AI-mediated instruction. This mixed-method study explored engagement with an AI chatbot …
School principals’ perspectives on non-Arabic speaking students through a social justice lens: Q methodology research
This Q methodology study investigates how school principals in Qatari government schools perceive their experiences with non-Arabic speaking students through a social justice leadership lens. We draw on a number of theoretical perspectives and conceptualizations to operationalize our exploration of school principals’ interactions and entanglements with social justice in the context of a centralized educational system. The analysis of 24 Q sorts r…
Exploring middle leaders’ perspectives and experiences of their leadership roles in Qatari government schools: Q methodology research
This study examines how middle leaders in Qatari government schools interpret and enact their roles within a persistently centralised policy environment. Using Q methodology, 26 subject coordinators from seven schools sorted 41 statements designed to capture intrapersonal, relational and contextual influences on middle leadership. By-person factor analysis produced four shared viewpoints: (F-1) the pragmatic professional sustained confidence thro…
Sources fostering engineering students’ academic well-being in PBL environments: A cross-national comparative analysis
This study explores students’ perspectives on academic well-being, employing a theoretical framework to identify sources of support across two distinct educational institutions that adopt Project-/Problem-Based Learning (PBL) as the core learning approach for the curriculum. The research highlights how both internal (e.g. personal drive) and external (e.g. peer and institutional support) factors influence academic well-being in diverse educationa…
Engineering students’ agency for sustainability in a PBL context: Q methodology research
Sustainability has become a central concern in engineering education, requiring future engineers to address complex ecological, social, and economic challenges while exercising professional agency. This study examines engineering students’ perceptions of their sustainability agency within a Problem-Based Learning (PBL) environment, using Q methodology to capture diverse viewpoints among students enrolled in the same course. The analysis identifie…
Sociology (15 works) · Psychology (14 works) · Political science (12 works) · Pedagogy (10 works) · Public relations (8 works) · Q Methodology Applications (8 works) · Higher education (7 works) · Teacher Education and Leadership Studies (7 works) · Computer Science (6 works) · Engineering (6 works)