Disruption or interruption to Schools during Covid-19 in the United Arab Emirates: A Rapid Review of Impact and Mitigation Efforts

This study explored the level of readiness of schools in the United Arab Emirates (UAE) to use remote learning during the COVID-19 pandemic. To safeguard students and ensure the continuity of education, the UAE's education system implemented online learning to address extended school closures and sudden changes in normal school operations caused by the COVID-19 pandemic. As a result, schools were forced to quickly adapt to online instruction despite its challenges during lockdowns and isolation. Furthermore, the study provided insight into the theoretical underpinnings of the UAE's massive implementation of distance learning in schools. Moreover, various distance learning programs were implemented by schools to facilitate students' and instructors' education across schools. The findings of this study may be used to strengthen educational systems and accelerate educational opportunities by providing evidence for better orienting and adapting policy responses in emergencies in the UAE. © 2023 Otjivanda Presse.Essen. All rights reserved.

Teachers' and Students' Attitudes Toward Online Physics Education During the COVID-19 Pandemic in UAE

Since the detection of first cases of Covid-19 in the United Arab Emirates (UAE) the education system has faced drastic changes after schools' closure in response to the pandemic. UAE schools started teaching online as an alternative measure without stoppage to limit exposure. This study uses a cross-sectional descriptive design to examine teachers' and students' attitudes toward online Physics education in the UAE after four months of teaching and learning online. Cross-sectional participants included 418 secondary school students and 58 physics teachers who had to rely on online education to deliver their instruction during the 2020-2021 academic year in one of the major cities in the UAE. Using comparative method to compare the attitudes of students and physics teachers, based on various categorical groups, indicated that statistically significant differences in attitudes exist between public and private schools' students. However, there were no statistically significant differences in attitudes of physics teachers' groups toward using online education to deliver their instruction. On the other hand, there were statistically significant differences in attitudes among students based on gender. The findings of this study were discussed within the recent educational reforms introduced in the UAE and they are likely expected to impact not only physic teaching and learning but also future online educational practices in general.