A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint
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Yasser A. Al-Hilawani
Abstract
This is a reflection brief on the psychosocial educational practices in higher education institutions in several Middle East Arab countries. These practices have influenced and led to the formation of current mentalities (i.e., the way of thinking about the prospect and outlook for the future) and realities in the region. The points recounted in this brief could be used as educational learning outcomes for higher education and formal schooling reforms. In the same way that failure is a result of within, success must also come from within.
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Editorial Comment
- Executive editor’s comments: diversity, equity, and inclusion (DEI): valuing humanity
- Research Articles
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- A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint
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Artikel in diesem Heft
- Frontmatter
- Editorial Comment
- Executive editor’s comments: diversity, equity, and inclusion (DEI): valuing humanity
- Research Articles
- Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers
- A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint
- Diversity in geology and geophysics degree programs in Historically Black Colleges and Universities (HBCUs)
- Cultural competency training for the social service professions: A systematic literature review
- Beyond fraudulent multiculturalism in higher education: moving forward
- Preparing culturally responsive teachers: a systematic review
- Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project
- Investigating the needs, expectations, problems and experiences of international students in the process of distance education
- Parenting in a new land: the influence of English language proficiency on immigrant parents’ experiences with intergenerational challenges
