Nizar Bitar
Biographic Data
| ID | 6770610 |
|---|---|
| NAME | Nizar Bitar |
| GIVEN NAMES | Nizar |
| FAMILY NAME | Bitar |
| SIGNATURE | BITAR N |
| AFFILIATIONS | The Max Stern Yezreel Valley College |
| ORCID | 0009-0000-0489-7255 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The wandering guide in the age of AI
Heutagogy positions learners as the authority over their own learning, and nomadic heutagogy, grounded in Michel Serres' philosophy, frames this authority as wandering freely through knowledge networks. Generative AI introduces a paradox to this vision: while it lowers barriers to exploration, it may also foster a gradual, often invisible slide from trust to dependence, bypassing the cognitive struggle essential to deep learning. We present a con…
Bridging the Skills Gap
Centers for Teaching and Learning (CTLs) have emerged as crucial change agents in preparing faculty to integrate employment-relevant skills into higher education, yet limited research examines how these centers operate in resource-constrained contexts. This study investigates how CTLs in Israeli higher education prepare faculty to teach employment skills and what insights this experience offers for understanding effective strategies in similar co…
From margin to center
Centers for teaching and learning (CTLs) increasingly influence teaching quality in higher education, yet their operational dynamics remain understudied in specific national contexts. This study examines the evolution of CTLs in Israeli higher education from peripheral support units to strategic institutional partners, analyzing their operations through leadership perspectives and organizational relationships. Using an interpretive phenomenologic…
Triangulating excellence
The governance of teaching enhancement in higher education is a complex endeavor, often characterized by a disconnect between national policy and institutional practice. Moving beyond traditional regulator-institution models, this study explores the dynamic triadic relationship between a national regulatory body, institutional Centers for Teaching and Learning (CTLs), and a voluntary national professional forum. Based on a sequential mixed-method…
Transforming Pedagogy
The rapid integration of Digital Learning into higher education, accelerated by the COVID-19 pandemic, has transformed educational landscapes globally. This qualitative study employs a phenomenological approach, through thematic analysis of in-depth interviews with 15 lecturers, to investigate the implementation of a Digital Learning initiative by the Council for Higher Education (CHE) and the Planning and Budgeting Committee (PBC) at a leading i…
Navigating New Norms
This study investigates the implementation of digital learning (DL) methodologies in Israeli higher education, focusing on lecturers’ perceptions and pedagogical transformations. Through in-depth interviews with fifteen lecturers from diverse disciplines, we examine the tension between DL and traditional ‘hevruta’ learning—a collaborative, discussion-based approach rooted in Israeli educational traditions. Thematic analysis reveals three key find…
Cultural Adaptation of Digital Learning Tools in Israeli Higher Education
This qualitative case study examines the cultural adaptation of digital learning tools in Israeli higher education. We explored three questions: (1) How do lecturers experience and implement digital learning tools? (2) What unique challenges and opportunities arise in this cultural context? (3) What strategies do educators employ for culturally sensitive adaptation? Through semi-structured interviews with 15 lecturers, we identified four key them…
Self-in-Field Action Research in Natural Spaces of Encounter
The goal of this paper is to examine the role of participatory action research (PAR) in improving relationships in “natural spaces of encounter” where members of conflicting groups meet and interact. It describes and analyzes a project, “the Academic Puzzle,” that fosters organization-wide change in relations between Jewish and Arab students at a College in Israel. The project consists of 16 programs, all initiatives by College faculty, administr…
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Self-in-Field Action Research in Natural Spaces of Encounter
The goal of this paper is to examine the role of participatory action research (PAR) in improving relationships in “natural spaces of encounter” where members of conflicting groups meet and interact. It describes and analyzes a project, “the Academic Puzzle,” that fosters organization-wide change in relations between Jewish and Arab students at a College in Israel. The project consists of 16 programs, all initiatives by College faculty, administr…
Transforming Pedagogy
The rapid integration of Digital Learning into higher education, accelerated by the COVID-19 pandemic, has transformed educational landscapes globally. This qualitative study employs a phenomenological approach, through thematic analysis of in-depth interviews with 15 lecturers, to investigate the implementation of a Digital Learning initiative by the Council for Higher Education (CHE) and the Planning and Budgeting Committee (PBC) at a leading i…
Navigating New Norms
This study investigates the implementation of digital learning (DL) methodologies in Israeli higher education, focusing on lecturers’ perceptions and pedagogical transformations. Through in-depth interviews with fifteen lecturers from diverse disciplines, we examine the tension between DL and traditional ‘hevruta’ learning—a collaborative, discussion-based approach rooted in Israeli educational traditions. Thematic analysis reveals three key find…
Cultural Adaptation of Digital Learning Tools in Israeli Higher Education
This qualitative case study examines the cultural adaptation of digital learning tools in Israeli higher education. We explored three questions: (1) How do lecturers experience and implement digital learning tools? (2) What unique challenges and opportunities arise in this cultural context? (3) What strategies do educators employ for culturally sensitive adaptation? Through semi-structured interviews with 15 lecturers, we identified four key them…
Triangulating excellence
The governance of teaching enhancement in higher education is a complex endeavor, often characterized by a disconnect between national policy and institutional practice. Moving beyond traditional regulator-institution models, this study explores the dynamic triadic relationship between a national regulatory body, institutional Centers for Teaching and Learning (CTLs), and a voluntary national professional forum. Based on a sequential mixed-method…
The wandering guide in the age of AI
Heutagogy positions learners as the authority over their own learning, and nomadic heutagogy, grounded in Michel Serres' philosophy, frames this authority as wandering freely through knowledge networks. Generative AI introduces a paradox to this vision: while it lowers barriers to exploration, it may also foster a gradual, often invisible slide from trust to dependence, bypassing the cognitive struggle essential to deep learning. We present a con…
Bridging the Skills Gap
Centers for Teaching and Learning (CTLs) have emerged as crucial change agents in preparing faculty to integrate employment-relevant skills into higher education, yet limited research examines how these centers operate in resource-constrained contexts. This study investigates how CTLs in Israeli higher education prepare faculty to teach employment skills and what insights this experience offers for understanding effective strategies in similar co…
From margin to center
Centers for teaching and learning (CTLs) increasingly influence teaching quality in higher education, yet their operational dynamics remain understudied in specific national contexts. This study examines the evolution of CTLs in Israeli higher education from peripheral support units to strategic institutional partners, analyzing their operations through leadership perspectives and organizational relationships. Using an interpretive phenomenologic…
Higher education (6 works) · Pedagogy (5 works) · Computer Science (4 works) · Political science (4 works) · Psychology (4 works) · Sociology (4 works) · Digital literacy in education (3 works) · Educational technology (3 works) · Mathematics education (3 works) · Qualitative research (3 works)