Ibrahim M Karkouti
Biographic Data
| ID | 5815729 |
|---|---|
| NAME | Ibrahim M Karkouti |
| GIVEN NAMES | Ibrahim M |
| FAMILY NAME | Karkouti |
| SIGNATURE | KARKOUTI I M |
| AFFILIATIONS | American University in Cairo |
| ORCID | 0000-0001-5900-2682 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Faculty social support needs amid crisis
Combined with mindful leadership practices, social support has the potential to enhance job performance, alleviate stress, sustain quality relationships, decrease employee turnover, effect change, and transform workplace culture. Using House’s social support framework and McNamara’s leadership model, this phenomenological case study explored faculty perceptions of the social support they need to persist and continue to teach amid political instab…
African philosophy for successful integration of technology in higher education
Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology‐enhanced teaching an…
African refugees’ access to higher education
Core conceptual features of successful blended learning in higher education
COVID-19 has “taught” universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately expl…
Regional intergovernmental organizations in the Global South
Regional Intergovernmental Organizations (RIGOs) play unclear roles in education policy making and transfer. Much comparative education scholarship on the topic focuses on exploring the interplay between global and local/national actors in education policy, overlooking regional dimensions. To deepen our understanding, we analyzed the strategic plans of four RIGOs in Africa, the Arab and Islamic worlds, and Southeast Asia. Qualitative policy analy…
Empowering teachers during refugee crises
Thriving in the midst of liminality
Intersections of Literacy and Teaching With the Disciplines and Professions
A project to invite experts in various disciplines to converse with literacy professors and teachers with over 30 participants resulted in several insights about disciplinary literacy and student learning in the disciplines and professions. The authors suggest that such conversations or partnerships strengthen student learning for college, career, and civic life. The authors differentiate between professions and disciplines, highlighting how info…
Restoring Hope for Syrian Refugees
This qualitative, phenomenological case study was designed to elicit Syrian refugee students’ perceptions regarding the individuals who provide them with the social support needed for academic success. Semi‐structured interviews were conducted with 10 male Syrian eighth graders at a public middle school in Lebanon. House's social support framework guided this study and served as the theoretical lens through which data were collected and analysed.…
Restoring Hope for Syrian Refugees
This qualitative, phenomenological case study was designed to elicit Syrian refugee students’ perceptions regarding the individuals who provide them with the social support needed for academic success. Semi‐structured interviews were conducted with 10 male Syrian eighth graders at a public middle school in Lebanon. House's social support framework guided this study and served as the theoretical lens through which data were collected and analysed.…
Empowering teachers during refugee crises
Intersections of Literacy and Teaching With the Disciplines and Professions
A project to invite experts in various disciplines to converse with literacy professors and teachers with over 30 participants resulted in several insights about disciplinary literacy and student learning in the disciplines and professions. The authors suggest that such conversations or partnerships strengthen student learning for college, career, and civic life. The authors differentiate between professions and disciplines, highlighting how info…
Restoring Hope for Syrian Refugees
This qualitative, phenomenological case study was designed to elicit Syrian refugee students’ perceptions regarding the individuals who provide them with the social support needed for academic success. Semi‐structured interviews were conducted with 10 male Syrian eighth graders at a public middle school in Lebanon. House's social support framework guided this study and served as the theoretical lens through which data were collected and analysed.…
Thriving in the midst of liminality
Regional intergovernmental organizations in the Global South
Regional Intergovernmental Organizations (RIGOs) play unclear roles in education policy making and transfer. Much comparative education scholarship on the topic focuses on exploring the interplay between global and local/national actors in education policy, overlooking regional dimensions. To deepen our understanding, we analyzed the strategic plans of four RIGOs in Africa, the Arab and Islamic worlds, and Southeast Asia. Qualitative policy analy…
Empowering teachers during refugee crises
Core conceptual features of successful blended learning in higher education
COVID-19 has “taught” universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately expl…
African philosophy for successful integration of technology in higher education
Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology‐enhanced teaching an…
African refugees’ access to higher education
Faculty social support needs amid crisis
Combined with mindful leadership practices, social support has the potential to enhance job performance, alleviate stress, sustain quality relationships, decrease employee turnover, effect change, and transform workplace culture. Using House’s social support framework and McNamara’s leadership model, this phenomenological case study explored faculty perceptions of the social support they need to persist and continue to teach amid political instab…
Political science (8 works) · Sociology (8 works) · Pedagogy (6 works) · Higher education (5 works) · Social science (5 works) · Medical education (4 works) · Medicine (4 works) · Psychology (4 works) · Education and experiences of immigrants and refugees (3 works) · Migration, Health and Trauma (3 works)