This study examines innovative teaching approaches’ effect on the quality of education for prospective primary teachers. A mixed-methods approach combining qualitative and quantitative data collection techniques was employed. Initially, the two data sets were analyzed separately—qualitative data through thematic analysis and quantitative data through statistical methods. The themes emerging from the qualitative analysis were then cross-referenced with the quantitative findings to evaluate whether the trends supported each other. For instance, if a qualitative theme indicated that teachers felt more confident using innovative methods, this was supported by quantitative data showing improvements in teacher performance scores or student outcomes. The study had 200 participants, and the study findings revealed a significant positive impact of innovative teaching approaches on the quality of education for future primary teachers. Participants reported increased engagement, improved critical thinking, and enhanced adaptability in classroom settings. The study findings reveal that innovative approaches significantly improve the quality of education for prospective primary teachers by fostering more interactive, technology-enhanced, and student-centered learning environments. To maintain these improvements, it is essential to invest in infrastructure, provide ongoing support for teacher educators, and continuously update curricula to reflect emerging educational technologies and practices. These findings emphasize the importance of innovation in teacher training to meet the evolving demands of primary education.

Sustainable development (SD) is an approach that aims to meet the needs of the present generation without compromising the ability of future generations to meet their own needs. Education for sustainable development (ESD) is a key component in achieving this goal, as it equips young people with the knowledge, skills, and values needed to make sustainable decisions. This study investigated how preschool teachers in Saudi Arabia understood (SD) and the state of (ESD) practices. A survey was used to collect data from 230 Saudi preschool teachers. The findings revealed that 90% of teachers lacked awareness regarding SD. The overall evaluation of ESD practices among participants indicated a weak subpar status, with an average score of 2.49 out of 4. Notably, in ascending order, the following three dimensions had weak mean scores: the content aspect (2.38) had the lowest score, followed by the practice aspect (2.54) and the competencies aspect (2.58). Meanwhile, the values aspect (2.63) had an average outcome. Analysing the mean scores of ESD practices based on teachers’ qualifications and school types revealed significant differences, although no variations were observed based on experience. The primary obstacle to ESD implementation in pre-schools was the lack of awareness regarding SD/ESD. The study underscores the significance of expanding teacher training to promote ESD effectively in pre-school settings. The results highlight the need for professional development opportunities to improve ESD implementation in classrooms, educate Saudi preschool teachers about SD, and create instructional materials that align with the principles of ESD.

The purpose of this study is to analyze how the entrepreneurial mindset, social context, and entrepreneurial ambitions of university students in the United Arab Emirates (UAE) have progressed over time in terms of starting their businesses. The research aims to investigate the evolution of the entrepreneurship mindset, considering the implementation of educational and governmental policies over the past decade to promote entrepreneurship among UAE university graduates. To collect primary data and evaluate the impact of the studied variables on the dependent variable “entrepreneurial ambitions,” a self-created questionnaire was used. The results reveal a positive correlation between personal context variables and entrepreneurial ambitions, as well as between personality traits and entrepreneurial ambitions. Furthermore, the study demonstrates the constructive effect of education, government policies, and capital availability on fostering entrepreneurial ambitions in the UAE.

The purpose of this study was to explore the relationship between using effective information and communication technology tools and time management skills in school administrations. The study aimed specifically to identify the presence of differences in the responses of school principals towards using technology in time management after isolating the variables of gender, years of experience, and educational level. This study utilized the analytical-descriptive method to achieve its objectives. The study instrument included a questionnaire with 45 items. The study sample consisted of 190 principals from different public schools in four emirates in the UAE (Dubai, Abu Dhabi, Sharjah, and Al-Ain). The principals were selected randomly by sending them an electronic questionnaire. The findings of the study revealed similarities in the responses of the school principals to the questionnaire on the role of information and communication technology in helping them achieve better time management.

This paper aims to analyze the impact of access to Information and Communication Technologies (ICT) on the private returns to higher education (HE) focusing on gender inequality in 2020. Methodology: To evaluate the above impact a set of Mincerian equations will be estimated. The proposed approach mitigates biases associated with self-selection and individual heterogeneity. Data: The database comes from the National Household Income and Expenditure Survey (Encuesta Nacional de Ingresos y Gastos de los Hogares, ENIGH) from 2020. Results: Empirical evidence suggests that individuals that have HE have a positive and greater impact on their salary income compared to those with a lower educational level, being women that do not have access to ICT those with the lowest wage return. Policy: Access to ICT should be considered as one of the criteria that integrate social deprivation in the measurement of multidimensional poverty. Likewise, it is necessary to design public policies that promote the strengthening and creation of educational and/or training systems in technological matters for women. Limitations: No distinction was made between individuals that graduated from public or private schools, nor was income from sources other than work considered. Originality: This investigation evaluates the impact of access to ICT on the returns to higher education in Mexico, in 2020, addressing gender disparity.

This is a review of empirical studies with the objective of analyzing the theoretical-practical discussions that have been raised internationally to deepen the understanding of the access of rural youth to higher education as an object of study. For this purpose, a narrative review was designed, considering scientific articles published in three different languages and concerning studies conducted in 21 different countries in all regions of the world. The results reveal three discussions: a) the strong interest that higher education has regained in the life expectations of rural young people and their families, especially as a means of social advancement; b) the inequalities that most affect the access of rural youth to higher education are the lack of academic offerings in rural areas and the discontinuities that occur around rural socio-cultural capital; c) since the inequalities experienced by rural youth are diverse, actions to promote greater democratization cannot be limited to implementing systems of grants and scholarships. It is concluded that the major project consists of creating a differentiated higher education model that, in terms of location, academic offerings, recognition of knowledge, and articulation with the environment, allows rural youth to experience their professional training not as an inevitable process of acculturation, but as a continuation of their socio-cultural capital and their territorial yearnings.