The Impact of e-Maturity Models and Framework on Teaching and Learning Practices in the United Arab Emirates Government Schools

Educational Research

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2024MajdahPhD
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Text available via DOI:

https://doi.org/10.17635/lancaster/thesis/2680
Final published version

Keywords

e-Maturity Models, e-Maturity Framework, Digital transformation, Smart School, ICT, Self Review, School Evaluation, e-learning

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Research output: Thesis › Doctoral Thesis

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The Impact of e-Maturity Models and Framework on Teaching and Learning Practices in the United Arab Emirates Government Schools. / Alblooshi, Majdah.
Lancaster University, 2025. 218 p.

Research output: Thesis › Doctoral Thesis

Bibtex

@phdthesis{6892a806522f4305a25db74a9fff401e,

title = "The Impact of e-Maturity Models and Framework on Teaching and Learning Practices in the United Arab Emirates Government Schools",

abstract = "This research examines the impact of e-Maturity Models and frameworks on teaching and learning practices in the UAE government schools. Despite significant efforts towards digital transformation in the UAE school education since 2014, there is limited local research exploring how these models and frameworks influence classroom dynamics. This study addresses this gap by focusing on the UAE{\textquoteright}s K-12 system, specifically targeting Cycle 2 and Cycle 3 schools, where students range from 10 to 18 years old, and staff have substantial experience with the e-Maturity programme. This study added a valuable contribution to the literature in a local context by re-introducing the wider literature related to e-Maturity Models impact on school education and compared that with the one and only local study of Smart School Transformation Framework, the UAE national framework that was established by MBRSLP in 2016. Using a multiple case study methodology, data were collected from six government schools, including perspectives from both internal and external e-Maturity evaluators, as well as 129 teachers. The research also incorporates evaluation reports from the schools, along with insights from Ministry of Education officials and professionals. The findings reveal that adopting e-Maturity Models and digital transformation frameworks in UAE government schools have shifted teaching and learning practices towards a more learner-centered approach. However, there remains a need to refine evaluation tools to more accurately capture their impact on pedagogical practices. The impact of e-Maturity Models and frameworks on teaching and learning practices depends on the seamless integration of these tools, continuous professional development, robust evaluation standards, and active stakeholder engagement. Drawing from these insights, the study provides recommendations for decision makers, researchers and practitioners to enhance the programme's impact, promoting further advancement of e-Maturity in UAE school education. ",

keywords = "e-Maturity Models, e-Maturity Framework, Digital transformation, Smart School, ICT, Self Review, School Evaluation, e-learning",

author = "Majdah Alblooshi",

year = "2025",

month = feb,

doi = "10.17635/lancaster/thesis/2680",

language = "English",

publisher = "Lancaster University",

school = "Lancaster University",

}

RIS

TY - BOOK

T1 - The Impact of e-Maturity Models and Framework on Teaching and Learning Practices in the United Arab Emirates Government Schools

AU - Alblooshi, Majdah

PY - 2025/2

Y1 - 2025/2

N2 - This research examines the impact of e-Maturity Models and frameworks on teaching and learning practices in the UAE government schools. Despite significant efforts towards digital transformation in the UAE school education since 2014, there is limited local research exploring how these models and frameworks influence classroom dynamics. This study addresses this gap by focusing on the UAE’s K-12 system, specifically targeting Cycle 2 and Cycle 3 schools, where students range from 10 to 18 years old, and staff have substantial experience with the e-Maturity programme. This study added a valuable contribution to the literature in a local context by re-introducing the wider literature related to e-Maturity Models impact on school education and compared that with the one and only local study of Smart School Transformation Framework, the UAE national framework that was established by MBRSLP in 2016. Using a multiple case study methodology, data were collected from six government schools, including perspectives from both internal and external e-Maturity evaluators, as well as 129 teachers. The research also incorporates evaluation reports from the schools, along with insights from Ministry of Education officials and professionals. The findings reveal that adopting e-Maturity Models and digital transformation frameworks in UAE government schools have shifted teaching and learning practices towards a more learner-centered approach. However, there remains a need to refine evaluation tools to more accurately capture their impact on pedagogical practices. The impact of e-Maturity Models and frameworks on teaching and learning practices depends on the seamless integration of these tools, continuous professional development, robust evaluation standards, and active stakeholder engagement. Drawing from these insights, the study provides recommendations for decision makers, researchers and practitioners to enhance the programme's impact, promoting further advancement of e-Maturity in UAE school education.

AB - This research examines the impact of e-Maturity Models and frameworks on teaching and learning practices in the UAE government schools. Despite significant efforts towards digital transformation in the UAE school education since 2014, there is limited local research exploring how these models and frameworks influence classroom dynamics. This study addresses this gap by focusing on the UAE’s K-12 system, specifically targeting Cycle 2 and Cycle 3 schools, where students range from 10 to 18 years old, and staff have substantial experience with the e-Maturity programme. This study added a valuable contribution to the literature in a local context by re-introducing the wider literature related to e-Maturity Models impact on school education and compared that with the one and only local study of Smart School Transformation Framework, the UAE national framework that was established by MBRSLP in 2016. Using a multiple case study methodology, data were collected from six government schools, including perspectives from both internal and external e-Maturity evaluators, as well as 129 teachers. The research also incorporates evaluation reports from the schools, along with insights from Ministry of Education officials and professionals. The findings reveal that adopting e-Maturity Models and digital transformation frameworks in UAE government schools have shifted teaching and learning practices towards a more learner-centered approach. However, there remains a need to refine evaluation tools to more accurately capture their impact on pedagogical practices. The impact of e-Maturity Models and frameworks on teaching and learning practices depends on the seamless integration of these tools, continuous professional development, robust evaluation standards, and active stakeholder engagement. Drawing from these insights, the study provides recommendations for decision makers, researchers and practitioners to enhance the programme's impact, promoting further advancement of e-Maturity in UAE school education.

KW - e-Maturity Models

KW - e-Maturity Framework

KW - Digital transformation

KW - Smart School

KW - ICT

KW - Self Review

KW - School Evaluation

KW - e-learning

U2 - 10.17635/lancaster/thesis/2680

DO - 10.17635/lancaster/thesis/2680

M3 - Doctoral Thesis

PB - Lancaster University

ER -

Research

Electronic data

Text available via DOI:

Keywords