Advancing Inclusive University Libraries: Academic Librarians’ Perspectives on Serving Deaf and Hard-of-Hearing Students

 Prepared by

Khulud Ali Alzahrania
Special Education Department
King Abdulaziz University
Jeddah, SAUDI ARABIA
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Najwa Abood Basonbul
0000-0001-7860-8874
Special Education Department
Faculty of Education
King Abdulaziz University
P.O. Box 80200, Jeddah 21589
 Saudi Arabia
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Abstract
.  This study examined academic librarians’ attitudes toward serving Deaf and hard-of-hearing (DHH) students in Saudi universities, guided by Universal Design for Learning (UDL) principles and the Socio-Ecological Model (SEM). A quantitative survey of 63 librarians assessed perceptions, challenges, and service needs. Findings indicated generally positive attitudes and strong professional commitment, with no significant differences across gender, educational qualification, experience, or prior training. However, gaps were observed in systematic evaluation and applied training, highlighting that positive attitudes alone do not guarantee effective service delivery. Interpreted through UDL and SEM, results emphasize the need for integrated skill development, structured professional training, and supportive institutional policies. Implementing these strategies can enhance library accessibility, foster inclusive practices, and improve academic experiences for DHH students in Saudi universities.
Keywords: Deaf and hard-of-hearing, academic librarians, Universal Design for Learning, Socio-Ecological Model, inclusive services.

The Role of Smart Leadership in Enhancing Institutional Performance: A Field Study of Private Technical Education and Vocational Training Colleges in the Capital Sana’ and Amran Governorate

 Prepared by

Sharaf Ali Mohammed Al-Makhadhi
Al-Makhadhi -Center of Business
Administration (CBA), Sana'a
University, Sana'a, Yemen 

Mojahed Yahya Saleh Al-Mashriqy
Al-Mashriqy -Faculty of
Commerce & Economics Amran University, Yemen

Abdul hafeedh Yahya Mohamed Alkhazan
Alkhazan- Center of Business
Administration (CBA), Sana'a
University, Sana'a,Yemen
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Abstract
The study aimed to investigate the role of smart leadership in promoting institutional performance among academic leaders, administrative staff, and faculty members in the private technical education and vocational training colleges in Sana’a Capital and Amran Governorate. Methodology: The descriptive-analytical method was used, and a questionnaire was administered to a sample of 400 participants. Data were processed and analyzed using SPSS-27 and AMOS-26. Results: The results of the data analysis revealed that there was a statistically significant positive relationship between smart leadership and institutional performance (β = 0.888, T = 20.584, P < 0.001), while the rational, spiritual, and emotional intelligence dimensions have contributed to the formation of smart leadership, which in turn affected the institutional performance dimensions, including efficiency, effectiveness, quality, and productivity. The results also showed there were no statistically significant differences in the mean scores of smart leadership and institutional performance due to gender at the α ≤ 0.05 level. However, significant differences were found at the α ≤ 0.05 level in the overall score of both smart leadership and institutional performance, specifically in the quality and productivity dimensions according to years of experience, favoring participants with greater experience (>10 years). In light of the results, the study recommended promoting smart leadership development programs, integrating them into administrative policies, and developing related evaluation systems to improve the efficiency and effectiveness of educational institutions and elevate the institutional performance of academic and administrative leaders.
Keywords: Smart Leadership, Institutional Performance, Private Technical Education and Vocational Training Colleges.

Opportunities of AI in EFL Education: Personalization, Equity, and Pedagogical Synergy

 Prepared by

Nawal Abderrahman Mohammed Daffaallah
Department of English Language & Literature,
College of Languages & Humanities,
Qassim University, Saudi Arabia
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https://orcid.org/0009-0004-6601-383X

Salwa Mohammed Saeed Omer Abdallah
Department of English Language & Literature
 College of Arts, Sinnar
University, Sudan
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Abstract
This study examines the transformative potential of artificial intelligence (AI) in English as a Foreign Language (EFL) education, with a specific focus on personalization, equity, and pedagogical synergy. Through mixed-methods analysis of survey data from 150 educators and institutional case studies, the research demonstrates that blended learning models combining AI efficiency with human instruction drive the most significant proficiency gains (23%). However, critical implementation gaps persist: while offline solutions achieve 3.8× greater accessibility in underserved regions, adoption remains low (42%) due to infrastructure limitations, and only 57% of tools accommodate local dialects despite 91.3% educator demand for cultural adaptation. The findings reveal fundamental tensions between AI's technical capabilities and equitable implementation, evidenced by predictive analytics' ethical concerns (78.7% agreement barrier) and cultural feature viability challenges (2.7/5 feasibility). To address these, we propose a four-pillar framework: 1) Policy interventions including a Global South AI Fund and dialect recognition standards; 2) Teacher empowerment through AI pedagogy certification and co-design residencies; 3) Technical innovations like low-bandwidth "Lite AI" and quarterly bias audits; and 4) Community action via regional AI hubs and student data cooperatives. This research creates that AI serves education most effectively when centered on human relationships rather than technological sophistication. Maintainable transformation requires prioritizing educator expertise, cultural dignity, and equitable access—ensuring AI amplifies rather than replaces pedagogical wisdom in global EFL contexts. Success is measured not by algorithmic advancement but by enhanced human capacity and inclusion across diverse learning ecosystems.
Keywords: AI in EFL; Blended learning; Cultural adaptation; Educational equity; Personalized learning; Teacher empowerment.

Mechanisms for Dealing with the Rapid Support Forces and Mercenaries after the War: A comparative Legal Study

Prepared by

Dr. Ahmed Al-Nour Al-Ghali Hamed

Abstract
This study addressed the mechanisms for dealing with the Rapid Support Forces and mercenaries after the war in Sudan. These mechanisms are represented by a group of mechanisms, with transitional justice at the forefront. The study aimed to highlight these mechanisms for effectively dealing with the Rapid Support Forces and mercenaries, identify the challenges facing the process of integrating the Rapid Support Forces, and prosecute mercenaries. A statement of the experiences of countries that have implemented transitional justice mechanisms to benefit from them and apply them in Sudan. The problem of this study revolves around the urgent need to study the mechanisms for dealing with the Rapid Support Forces and mercenaries after the war, the effectiveness of transitional justice mechanisms in holding accountable human rights violations during the war, and what are the guarantees of non-recurrence of the conflict. The study adopted a descriptive, analytical, and comparative approach, describing and analyzing the phenomenon of dealing with the Rapid Support Forces and mercenaries after the war in Sudan, and comparing the experiences of other countries that dealt with similar forces after wars, to arrive at the best practices and effective mechanisms for dealing with the Rapid Support Forces and mercenaries.  The study reached the following results, the most important of which are: identifying effective mechanisms for dealing with the Rapid Support Forces and mercenaries after the war in Sudan, The study reached several recommendations: the most important of which is that the Attorney General seek to establish a Truth and Reconciliation Commission to investigate the facts about the violations that occurred during the war. We recommend that the head of the judiciary establish special courts to try those responsible for gross violations of human rights and international humanitarian law. We propose that the Sudanese legislature define a mercenary and criminalize the use of militias by including it in the constitution and the 1991 Penal Code, to ensure the protection of human rights and strengthen the rule of law in Sudan 
Keywords:. Rapid Support Forces , Mercenaries , Comparative legal study

Redefining Sudanese Identity (from A crisis of Classification to Building a Unifying Identity

 Prepared by

Dr. Muhammad Haidar Al-Habr Al-Tayeb
University of the Holy Quran and the Foundation of Sciences

Abstract
This study examines the roots of Sudanese identity and the historical, cultural, and political factors that have contributed to its formation, adopting a descriptive analytical approach based on historical and documentary sources. The findings indicate that Sudanese identity is a cumulative product of a long process of civilizational interaction involving Nubian, Kushite, and Christian civilizations, alongside Arab, Islamic, and African influences. Colonialism played a significant role in deepening identity divisions, while the post-independence period reinforced regional and ethnic disparities. The study also highlights the central role of culture, arts, education, media, and civil society in shaping an inclusive national identity discourse. It concludes that building a unified Sudanese identity requires recognizing and managing diversity within a comprehensive national project grounded in dialogue, reconciliation, and the development of educational and media policies to strengthen national belonging and reduce divisions.
Keyword: Sudanese identity , Classification crisis , Building a university identity