Yousef Alshaboul
Biographic Data
| ID | 6723880 |
|---|---|
| NAME | Yousef Alshaboul |
| GIVEN NAMES | Yousef |
| FAMILY NAME | Alshaboul |
| SIGNATURE | ALSHABOUL Y |
| AFFILIATIONS | Qatar University |
| ORCID | 0000-0002-4453-670X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Mobile Professional Development for STEM Teachers Using AI
This qualitative interpretive study examined how an AI-assisted mobile application supported a differentiated professional development opportunity (DPDO) for 30 STEM teachers across six Arab countries over 24 weeks. Grounded in andragogy and interpreted through a TPACK lens, the study explored teachers’ perceived benefits of using the SchooTeach mobile app for AI-aware professional learning. Post-program focus group interviews were thematically a…
Higher Education 4.0: Capturing the voices of faculty members
Introduction Education 4.0 is rapidly reshaping higher education through technology-enabled learning, curriculum realignment, and new ethical and professional demands. However, empirical evidence on how faculty members in the Arab States perceive and respond to these shifts remains limited. Methods This qualitative study examined faculty sense-making of Education 4.0 through semi-structured interviews with 12 university faculty members from six A…
Culture and technology acceptance model at Arab higher education institutions
The role of culture in utilizing and adopting information technology remains a subject of debate. This study aimed to contribute to the ongoing discussion by investigating cultural dimensions’ overall and unique effect on the technology acceptance model. Two hundred and thirty-six students of one of the Arab higher education institutions participated in the study. A Multiple Regression Model was utilized to analyze the collected data. Results rev…
Unleashing the potential of teacher leadership for ESD
This article reconceptualizes teacher leadership as a foundational pillar for advancing Education for Sustainable Development (ESD) within contemporary schooling systems. Disrupting dominant discourses that frame sustainability leadership through top-down or managerialist paradigms, the article articulates a nuanced theoretical and empirical case for recognizing teachers as ethical agents, pedagogical innovators, and transformative leaders situat…
The fourth estate’s invisible hand: How newspaper media legitimize neoliberal higher education in Qatar and the UAE
This study critically examines how English-language newspaper discourse in Qatar and the UAE constructs and legitimizes neoliberal ideologies surrounding higher education institutions and international branch campuses. Drawing on critical theory and critical discourse analysis, we delve into the discourses used in newspaper articles published between 2010 and 2024. We explore the underlying meanings, ideologies, and power relations embedded in th…
Leading backwards in a forward era: Destructive middle leadership in the pursuit of Higher Education 5.0
This study examines how faculty members in Arab higher education institutions experience and interpret destructive middle leadership within the context of Education 5.0. While this reform agenda emphasizes innovation, equity, and human-centered learning, participants described leadership practices that undermine collaboration, trust, and pedagogical creativity. Drawing on semi-structured interviews with ten faculty members (20 interviews across t…
Illuminating the Obscure: Teacher Leaders Confronting the Adverse Impact of Their Subject Leaders/Coordinators
This phenomenological inquiry investigated the often-overlooked negative aspects of subject leaders’/coordinators’ influence on teacher leadership development, utilizing semi-structured interviews with 11 teachers who relinquished leadership roles due to these reasons. Findings suggest that subject leaders/coordinators impede teacher leadership when they adopt a top-down approach instead of fostering close collaboration with their fellow teachers…
A Step-by-Step Approach to Systematic Reviews in Educational Research
This article provides a comprehensive guide to conducting and documenting systematic reviews (SRs) in educational research. While SRs are increasingly recognized for their value in synthesizing and evaluating literature on specific research questions or topics, there remains a notable scarcity of research-based papers that guide their development within the field of education. Systematic reviews, distinguished from traditional literature reviews …
Distance education challenges: Insight from a nationwide teacher-centric study post- Covid-19 for informed advancements
Scholars persistently explore the enormous effects of the COVID-19 epidemic on schooling, striving to comprehend its intricacies and derive significant perspectives for forthcoming endeavors. The research-based conclusions and suggestions are deemed potentially effective in closing the gap between theory and practice in literature. This is one of the few studies that connects problems with remedies as proposed by teachers. This national teacher-c…
Teachers’ understanding of the importance of students’ mother tongue(s) in Qatar’s international English-medium primary schools: Findings from Q method research
Through Q methodology, this study explores teachers’ understanding of the importance of their students’ mother tongue(s) in ensuring meaningful, effective learning in Qatar’s international English-medium primary schools. It considers the extent to which teachers believe that their students’ linguistic backgrounds are affirmed and promoted. The results indicate that the teachers provided conflicting narratives, revealing that they embraced their s…
Teachers’ understanding of the importance of students’ mother tongue(s) in Qatar’s international English-medium primary schools: Findings from Q method research
Through Q methodology, this study explores teachers’ understanding of the importance of their students’ mother tongue(s) in ensuring meaningful, effective learning in Qatar’s international English-medium primary schools. It considers the extent to which teachers believe that their students’ linguistic backgrounds are affirmed and promoted. The results indicate that the teachers provided conflicting narratives, revealing that they embraced their s…
Teachers’ understanding of the importance of students’ mother tongue(s) in Qatar’s international English-medium primary schools: Findings from Q method research
Through Q methodology, this study explores teachers’ understanding of the importance of their students’ mother tongue(s) in ensuring meaningful, effective learning in Qatar’s international English-medium primary schools. It considers the extent to which teachers believe that their students’ linguistic backgrounds are affirmed and promoted. The results indicate that the teachers provided conflicting narratives, revealing that they embraced their s…
Distance education challenges: Insight from a nationwide teacher-centric study post- Covid-19 for informed advancements
Scholars persistently explore the enormous effects of the COVID-19 epidemic on schooling, striving to comprehend its intricacies and derive significant perspectives for forthcoming endeavors. The research-based conclusions and suggestions are deemed potentially effective in closing the gap between theory and practice in literature. This is one of the few studies that connects problems with remedies as proposed by teachers. This national teacher-c…
Unleashing the potential of teacher leadership for ESD
This article reconceptualizes teacher leadership as a foundational pillar for advancing Education for Sustainable Development (ESD) within contemporary schooling systems. Disrupting dominant discourses that frame sustainability leadership through top-down or managerialist paradigms, the article articulates a nuanced theoretical and empirical case for recognizing teachers as ethical agents, pedagogical innovators, and transformative leaders situat…
The fourth estate’s invisible hand: How newspaper media legitimize neoliberal higher education in Qatar and the UAE
This study critically examines how English-language newspaper discourse in Qatar and the UAE constructs and legitimizes neoliberal ideologies surrounding higher education institutions and international branch campuses. Drawing on critical theory and critical discourse analysis, we delve into the discourses used in newspaper articles published between 2010 and 2024. We explore the underlying meanings, ideologies, and power relations embedded in th…
Leading backwards in a forward era: Destructive middle leadership in the pursuit of Higher Education 5.0
This study examines how faculty members in Arab higher education institutions experience and interpret destructive middle leadership within the context of Education 5.0. While this reform agenda emphasizes innovation, equity, and human-centered learning, participants described leadership practices that undermine collaboration, trust, and pedagogical creativity. Drawing on semi-structured interviews with ten faculty members (20 interviews across t…
Illuminating the Obscure: Teacher Leaders Confronting the Adverse Impact of Their Subject Leaders/Coordinators
This phenomenological inquiry investigated the often-overlooked negative aspects of subject leaders’/coordinators’ influence on teacher leadership development, utilizing semi-structured interviews with 11 teachers who relinquished leadership roles due to these reasons. Findings suggest that subject leaders/coordinators impede teacher leadership when they adopt a top-down approach instead of fostering close collaboration with their fellow teachers…
A Step-by-Step Approach to Systematic Reviews in Educational Research
This article provides a comprehensive guide to conducting and documenting systematic reviews (SRs) in educational research. While SRs are increasingly recognized for their value in synthesizing and evaluating literature on specific research questions or topics, there remains a notable scarcity of research-based papers that guide their development within the field of education. Systematic reviews, distinguished from traditional literature reviews …
Mobile Professional Development for STEM Teachers Using AI
This qualitative interpretive study examined how an AI-assisted mobile application supported a differentiated professional development opportunity (DPDO) for 30 STEM teachers across six Arab countries over 24 weeks. Grounded in andragogy and interpreted through a TPACK lens, the study explored teachers’ perceived benefits of using the SchooTeach mobile app for AI-aware professional learning. Post-program focus group interviews were thematically a…
Higher Education 4.0: Capturing the voices of faculty members
Introduction Education 4.0 is rapidly reshaping higher education through technology-enabled learning, curriculum realignment, and new ethical and professional demands. However, empirical evidence on how faculty members in the Arab States perceive and respond to these shifts remains limited. Methods This qualitative study examined faculty sense-making of Education 4.0 through semi-structured interviews with 12 university faculty members from six A…
Culture and technology acceptance model at Arab higher education institutions
The role of culture in utilizing and adopting information technology remains a subject of debate. This study aimed to contribute to the ongoing discussion by investigating cultural dimensions’ overall and unique effect on the technology acceptance model. Two hundred and thirty-six students of one of the Arab higher education institutions participated in the study. A Multiple Regression Model was utilized to analyze the collected data. Results rev…
Computer Science (3 works) · Engineering (3 works) · Higher education (3 works) · Political science (3 works) · Psychology (3 works) · Sociology (3 works) · Educational Leadership and Innovation (2 works) · Educational technology (2 works) · Mathematics education (2 works) · Pedagogy (2 works)