Abu Dhabi University (ADU) excels in global education, driven by innovation and excellence. Our international strategy has led to significant growth in student recruitment and diversity, reflected in our prestigious rankings. Accredited programmes and faculty achievements contribute to our enriched research environment. ADU's global partnerships and engagement programmes have expanded, promoting a global mindset. We actively address global challenges such as climate change through impactful initiatives.

The newly developed policies have led to a substantial increase in student and faculty exchanges. Our commitment to fostering global citizenship is evident through initiatives like the "Global Mobility Hub” and “Certified International Study Abroad Programme”. ADU's financial growth underscores our dedication to excellence. 

No one can ignore the fact that internationalisation is a cornerstone for highly ranked, strong universities. Ain Shams University has always been the lighthouse for many novel initiatives adopted in Egypt. The International Relations and Academic Collaborations (IRAC) sector highlights the best example of Ain Shams' endeavours. This holistic sector includes 5 offices - international partnerships; international students and staff mobility; projects and grants; alumni; and international ranking - serving the university under one umbrella for the first time in an Egyptian university.

The sector supports the university's global engagement efforts with the aim of internationalising its culture, programmes and services, and boosting its international ranking and visibility. Our target is to become a centre for globalisation in the university, developing world-class citizens through intercultural exposure.

In 2023, An-Najah National University (ANNU) embarked on a transformative journey to enhance its global presence and impact. Through a comprehensive international strategy, ANNU strengthened institutional partnerships, expanded overseas operations, and strategically recruited international staff and students. Notably, ANNU signed 28 agreements across 17 countries, fostering academic exchange and collaboration. The university's leadership role in UNIMED and successful scholarship programmes underscore its commitment to global engagement. Virtual exchange courses engaged about 500 students, enhancing academic experiences.

ANNU's international strategy has elevated its global profile and financial sustainability, positioning it as a leader in higher education innovation.

In terms of international cooperation and internationalisation policy, the University of Béjaïa has set itself the objective of improving its position among world universities. In this respect, two key actions are being undertaken:

• Strengthening international cooperation: The objective is to increase the number of agreements with foreign partners from different geographical areas. To do this, the university set selection criteria: the number and quality of agreements signed; the ranking and visibility of partner universities; and the geographical and geostrategic dimensions of the areas concerned.
• Internationalisation, attractiveness and mobility: The internationalisation of actions, the attractiveness of the territory and mobility are major objectives of the university's cooperation policy. The mobility policy consists of the creation of international semesters, the strengthening of summer universities, research and development scholarships, co-supervision agreements, the setting-up of international projects, and carrying out training exercises in collaboration with peers.

The University of El Oued has showcased a dynamic international strategy that significantly enhances its global presence. With a strategic focus on collaborations, such as the Erasmus+ programme, the university has facilitated extensive cultural and academic exchange, benefiting over 26,000 students and 1,080 faculty members. These initiatives not only enrich the academic experience but also foster intercultural understanding across diverse student bodies.

Recognised as the first Algerian university to receive the "Study in Algeria" label, University of El Oued sets a high standard in international education, attracting students globally which boosts enrolment and financial stability. This recognition underscores our commitment to excellence in global education standards. Our successful international collaborations are evidenced by the Renewable Energy Development Unit and other research centres that align with global sustainability goals, reinforcing our role as a leader in innovative research. 

Internationalisation is an important pillar of any university; it can play a vital role in enhancing the global presence of a university, improving education and advancing positive values worldwide. Galala University (GU) is applying the concept of “global citizenship education” by establishing a dual degree with Arizona State University university, and by being a member of the Cintana Education organisation which connects 22 international universities with the resources and partners they need to succeed.

GU is a partner in the Harnessing Innovation through Virtual Exchange for Enhanced Results (HIVER) programme - a collaborative endeavour with US universities to advance academic pedagogical techniques. GU's internationalisation achievements are shown by sharing classes, best practices, mobility programmes, joint research, publications and involvement of international experts in the GU system, and entrepreneurship education to improve the quality of life. 

King Fahd University of Petroleum and Minerals' (KFUPM) mission is to be a leader in shaping and producing global talent for the national and global economy. The university’s global perspective is to navigate the dynamic landscape by promoting greater diversity among our students and faculty, and fostering international academic and industry interlinkages.

Our Office of International Cooperation is responsible for managing our international initiatives. The office has an International Advisory Board whose members include academic and corporate leaders who provide strategic insights on global trends. KFUPM boasts a diverse faculty from 63 countries and students of 64 nationalities that represent a vibrant community. Through global engagement and partnership with the government, the university aims to address and seek solutions to emerging challenges and drive economic growth.

The leadership and management team at Abu Dhabi University has distinguished itself as a driving force of innovation and excellence in higher education. Its Reputation Optimisation Programme encompasses a holistic management approach based on key strategic pillars - Reputation, Research and Innovation, Industry Engagement, Sustainability, and Teaching and Learning - grounded in stakeholder engagement and institutional visibility. Sustainability was integrated as a core pillar, aligning with global and UAE commitments to achieving the UN's Sustainable Development Goals.

The leadership team maintains an active presence on social media, sharing their leadership approach and garnering a robust following on social media channels. Community engagement initiatives have strengthened their connections across all stakeholder groups including students and alumni, and their worldwide network of academics and industry professionals. This approach to empowerment and engagement has led to many achievements in student enrolment, retention and success, research and innovation, reputation and visibility, and institutional rankings.

Galala University (GU) addresses quality assurance (QA) challenges through efficient leadership, governance and stakeholder participation. GU's Teambuilding Day promotes strategic core values, while a new IT system monitors QA standards. The Digital Architecture Programme revolutionises QA, fostering transparency and continual improvement. GU has implemented a professional QA approach, assigning academics diverse tasks, and promoting QA awareness through workshops led by international reviewers. Stakeholder involvement in the QA process, such as experience-sharing workshops and internship programmes, improves quality.

Siemens Technology Day at GU offers insights into digital transformation and sustainability initiatives. GU students gain hands-on office experience through internship courses provided by Administrative Sciences, focusing on creative thinking, problem-solving and decision-making skills. Evaluations are based on student presentations and supervisors' evaluation templates.

Sustainability and inclusion are not always the principal focus of the local community, whether globally or regionally, particularly when thinking about individual actions one should take. However, King Fahd University of Petroleum and Minerals (KFUPM) has used its position as a thought leader to enable community members in Dharan and Saudi Arabia to think about their direct impact on societal problems.

Through a shared vision, empowered by Dr Al-Saggaf, KFUPM and its management team have led the way to attract more female students into STEM-related areas, have fostered a multinational approach on and off campus, and have reimagined the academic structure to include sustainability at its core, involving the community. Through direct action within the community, members of society are now fully aware of changes they should take to improve things such as energy consumption, as well as getting involved in university projects.

• Middle East College (MEC) has received Oman Authority of Academic Accreditation and Quality Assurance of Education (OAAAQA) with exceptional scores in both teaching and research performance. This recognition reflects MEC's commitment to maintain excellent academic standards and to foster a culture of excellence in education and research.
• MEC's strategic plan is closely aligned with Oman 2040 Vision, designed to enhance the promotion of knowledge and innovation. The institution prioritises research and innovation, contributing significantly to the national goal of advancements in education, enquiry and innovation. 
• MEC stands out for its transdisciplinary research and innovation focus. The commitment of the institution to foster a research culture among students and staff is evident from its research strategy encouraging high-quality research output.
• The collaboration of MEC with other institutions and organisations indicates MEC’s commitment to knowledge sharing and pooling resources for impactful research.

The International Relations Office at the Palestine Technical University - Kadoorie (PTUK), established in 2023, serves as a central hub for fostering and managing international partnerships. It facilitates strategic collaborations with over 100 international organisations, focusing on capacity-building projects, research initiatives, and student mobility programmes.

The office governs project implementation, ensuring alignment with university values and donor regulations, while maintaining transparency in fund utilisation. Through successful project management, PTUK has elevated its global profile and financial position, attracting more partnerships and funding opportunities. These collaborations have led to academic enhancements, including specialised labs and new graduate studies, strengthening PTUK's reputation as a leader in education and research. Moreover, the office's impact extends to the community, fostering positive outcomes through knowledge transfer and infrastructure development.

At Tanta University, our leadership team excels in innovative governance and strategic foresight, setting high benchmarks that enhance our institutional performance and leadership on a global scale. Our robust Key Performance Indicator (KPI) system across faculties, sectors and hospitals measures and improves operations from academic outcomes to community engagement, fostering a culture of excellence.

This year, we implemented an awards system that aligns with higher education benchmarks to reward and motivate faculties towards exemplary performance in research, teaching and service, significantly raising our standards and driving institutional progress. These initiatives have led to notable increases in research output, student satisfaction and financial efficiency, reinforcing our leadership in the MENA region and our readiness for future educational challenges. Tanta University continually sets new standards in educational leadership, proving that our innovative approaches not only meet but exceed global expectations.

Ibrahim Issa Al Balushi is a passionate faculty member who is the lead for Entrepreneurial and Incubation activities and Chair of the Curriculum and Learning Resources Committee at the College of Engineering. He positively influences students’ university life by initiating and leading programmes that support their entrepreneurial and employability skills, including SDGs, Oman Vision 2020 and 4IR Skills mapping, Company Programme, Incubation Centre and Ruwad Club. As a result of his innovative teaching strategies and support provided to students, he won the Academic Excellence Award for Best Teacher at the College of Engineering in 2021.

He contributes to national projects on entrepreneurship course development, is a judge for the North Batinah Award and facilitates entrepreneurship programmes with industry. He has made a positive change to the learning-teaching practices at the university by initiating and leading SDGs and 4IR Skills mapping, and leading a project to disseminate graduate attributes.

Traditional teacher-based pathology education in large, diverse medical classes can reduce students' engagement and hinder knowledge application. This submission describes innovative, interactive teaching methods designed to address these challenges, empowering native and international students.

The nominee, internationally recognised for her excellence in pathology education and working as director of the International Students Unit at the faculty, implemented a continuous cycle of student-centred methods, emphasizing clinical relevance, diverse learning styles and motivation theories. Gamified learning environments, digital tools, collaborative work, peer teaching and reflective learning were tailored to the learning context and employed to overcome resource limitations. The transformation was implemented in lectures, practical classes, formative assessments, assignments and extracurricular activities.

The approaches and tools implemented demonstrably improved student learning, increasing motivation, enhancing higher-order thinking skills, boosting self-efficacy and fostering inclusion for international students. The nominee's commitment extends beyond the classroom, sharing these methods through international publications, workshops and conference presentations.

I teach "Community Participation in Developing Modern Egypt", a university-wide elective that I taught in the spring, summer and autumn of 2023. I use a flipped classroom model along with game-based learning and project-based learning. Although multiple choice questions are helpful in some instances, for this course, I find that the responses to case studies and the quality of the projects the students plan are a better measure of whether I was able to equip them with the competencies needed. Even better, I feel a real sense of satisfaction when I see/hear of a student joining a university organisation or NGO as a volunteer to practice what they have learned.

My favourite moment in the semester comes towards the end when I feel that a student filling an evaluation has started to consider how they are positively impacting their community, or that they have acquired the tools to do so.

In spring term 2023, I used a novel approach to deliver an ancient Egyptian Middle Kingdom archaeology course to make it more appealing and comprehensible for my students. This course content is relatively less intense than other archaeology courses, making it less stimulating for students who are accustomed to more challenging content such as the great pyramids of the Old Kingdom, or the magnificent temples of the New Kingdom.

My plan was to turn the topics of the curriculum into sustainable development projects with each site being assigned to a group of students to develop. The development included proposing rearrangement of the sites’ logistics, creating economic and social schemes to improve the local community’s life conditions, and creating cultural and recreational events and activities. In the ceremony where the projects were presented, the positive outcome on the students' knowledge, awareness and personal skills was unmistakable.

Dr Amer Hijazi is recognised as one of the top 10 influencers at Al-Ahliyya Amman University, transforming educational norms by engaging students as active participants, significantly impacting SDGs like quality education and sustainable cities. His innovative teaching includes Software Clinics that mirror industry standards and emphasize creativity over conventional metrics.

With academic and industrial experience in Jordan, the UK and Australia, he enriches his teachings, facilitating cross-cultural exchanges and addressing real-world challenges such as affordable housing in Jordan. Dr Hijazi's classrooms are vibrant communities where learning is celebrated with academic showcases, enhancing collaboration. He also mentors students in career preparation and participates in their business ventures, creating a dynamic, real-world applicable learning environment. Recognised in the ICIS Education Global report and awarded the Covid-2021/22 Teaching Stars Award, Dr Hijazi promotes educational methodologies globally, demonstrating the value of collaboration in developing international standards like AS7739.2, embodying the ethos of 'Better Together'.

Dr Mohamed Ismail - an educator with a passion for physics - began teaching in college, enhancing his peers' learning. He graduated second in his department and pursued a PhD in Nuclear Engineering at Kansas State University, US, while engaging with innovative teaching methods. On returning to Egypt, he taught at various universities, enhancing his adaptive teaching strategies. He developed a mobile app for interactive student feedback and real-time understanding assessments during large lectures in addition to conducting a live show for students in lectures. He also engages beyond the classroom and leads faculty initiatives supporting students’ academic, social and psychological well-being.

He founded a popular YouTube channel, extending his educational reach globally, particularly in the Arab world, becoming the most viewed physics channel there. He counsels the IEEE-EUI student branch, bringing international recognition through events and competitions. He has received several awards for outstanding teaching and leadership.

As an academic coming from a professional background with 20 years of experience in marketing across the Middle East, Gulf and Asia Pacific regions, I believe in an omni-learning approach that is based on:

• constant high engagements
• interactive scenario building
• emulation of the marketplace
• embedding own one’s progressive research in the curriculum, and
• practising the theory (ie, learning by doing)

Learning should be an immersive and dynamic experience, whereby each classroom session should spark the student’s curiosity to be complemented with additional exposure outside class time. This is made possible through the integration of my newly published academic research into case studies, which discusses new disruptions and technologies that are affecting the marketplace and companies. These, alongside the newest brands’ campaigns and strategies, are integrated in the classes through role plays, interactive case study debates, live simulations and virtual reality demonstrations.

My objective as a teacher is to help students understand the topic and learn to teach themselves beyond structured learning by teaching students basic problem-solving skills. To encourage the students towards continual learning, knowledge exploration, problem-solving, and to link learning outcomes to course content with the skills demanded by the job market, I changed my approach to recording lectures to connect the examples provided to students with practical, real-world applications. I adopted new technologies in teaching and learning.

In pursuit of this goal, I continually participate in diverse workshops designed to prepare our university graduates for the ever-evolving demands of the job market. Also, I consistently obtain feedback from students to assess and enhance the educational environment to meet students' evolving needs and the labour market's expectations, which has an impact on increasing graduate students’ employment rate; currently it is 93% within the first six months of graduation.

Alamein International University (AIU) is one of the new fourth-generation universities established in 2020 in Egypt to offer high-quality education and training that balances graduate skills and knowledge within an efficient and sustainable institutional framework. At AIU, innovation is one of our five main strategic pillars. The main goal of AIU is to embed innovation into all strategies to establish it as an open innovation institution and space through collaboration with national and international professionals, scientists and entrepreneurs.

To achieve this goal, we have worked in three directions: an academic course has been designed to provide students with the basics of entrepreneurship; secondly, we established a dedicated entrepreneurship student club responsible for offering relevant workshops; and, finally, we have made several agreements with famous entrepreneurship stakeholders to participate in several regional competitions. We believe we will be able to contribute efficiently to economic prosperity, societal well-being and a brighter future.

The Product Design Programme (PDP) is a College of Engineering innovation initiative for autumn 2023, and serves as an mentoring programme aimed at enhancing engineering students' experience. Functioning as an incubator for student ideas, the PDP assists students in conceptualising, developing prototypes and establishing start-up trademarks. It also provides training in planning, including budgeting and sourcing, and helps students pitch their ideas to potential investors.

The programme started to work closely with Sharjah research park (SRITP) and is in discussions with Dubai Design District In5. It also includes workshops, seminars and consultations with business experts, ensuring a comprehensive entrepreneurial learning experience. The initial projects of the programme include a logistics intermediary application for secure and cost-effective solutions, a robotic approach to waste management, an academic management service, and a design automation based on AI. Automate-AI has received its first seed funding from an investor.

The Egypt-Japan University of Science and Technology (E-JUST) is a research-oriented university established through a bilateral agreement between the Egyptian and Japanese governments in 2009. Since its beginning, E-JUST has been equipped with outstanding research facilities and only outstanding scientists were recruited as faculty members. E-JUST has been capitalising on its outstanding personnel and exceptional infrastructure to boost through R&D the added value of industries in Egypt, Africa and the Middle East, as well as to support innovative start-ups and spin-offs through its incubator. Currently, E-JUST offers entrepreneurship courses to all registered students.

The incubator offers support to all university affiliates as well as individuals from the community. The support includes awareness sessions, mentorship, expert support and capacity-building opportunities through a user-friendly virtual platform. A number of start-up companies have already been established. 

The Euromed University of Fez's (UEMF) entrepreneurship project emanates from a Royal Initiative intended to create a higher education and research framework in Fez based on intercultural dialogue, exchange and cooperation between the two shores of the Mediterranean - with a natural extension towards Sub-Saharan Africa - while offering excellent training and conducting high-level scientific research in socio-economics.

Through its particular character, UEMF contributes to the development and strengthening of regional integration in the Europe-Mediterranean-Africa area through the academic, scientific and cultural prism, as well as the mobility and exchange of students, teachers and researchers. Our ambition is to make UEMF a major player in the production of highly qualified human resources for the creation of knowledge, know-how and wealth through innovation and entrepreneurship.

The German Jordanian University (GJU) has embedded entrepreneurialism in its Vision and Mission, and designated a specific strategic pillar for nurturing research, innovation and entrepreneurship. A key initiative regarding entrepreneurship has been to establish the first dedicated deanship in Jordan for Innovation, Technology Transfer and Entrepreneurship, using the model of German universities of applied sciences. In addition, GJU has established its first Incubator for incubation services, organising training and hackathons, funding and connecting entrepreneurs with investors. It has also established an Innovation Lab/Internet of Things Lab that provides design, digital and technological services to bring ideas to fruition.

GJU offers Innovation and Entrepreneurship courses and initiatives for academics, administrators, students and local community, and incubates ideas leading to start-ups. It also leads dual study programmes to connect academia with industry, and embeds entrepreneurship in its study plans with more than 90 industrial partners producing highly qualified, highly employable students.

The TAQADAM Startup Accelerator is a pioneering initiative with a mission to empower founders to push the boundaries of what is possible and create meaningful change through entrepreneurship and innovation. Driven by the collaborative efforts of King Abdullah University of Science and Technology and Saudi Awwal Bank (SAB), TAQADAM has been supporting start-ups since 2016, making it one of the longest-running university accelerator programmes in the Gulf Cooperation Council area.

Over the past seven cohorts, the start-up has supported 245 Saudi and MENA-based start-ups with 607 founders, of whom 38% are women. Start-ups from the programme have raised over US$218 million in venture capital funding. The accelerator provides founders with mentorship, workshops, networks and up to US$140,000 in non-dilutive funding to accelerate their businesses.

King Fahd University of Petroleum and Minerals (KFUPM) has a vision to make a difference within Saudi Arabia and beyond in sciences, engineering and business fields. KFUPM has fully embedded entrepreneurship and innovation within its culture and curricula across all colleges.

Through the KFUPM Entrepreneurship Institute (KFUPM-EI), four major initiatives are organised: the Entrepreneurial Emerging Leaders Acceleration and KFUPM Exponential focus on imparting entrepreneurial knowledge and fostering innovation - these two initiatives are coordinated by the Centre for Entrepreneurship Education. The Centre for Business Incubators provides resources and mentorship for successful start-up launches, while the Centre for Entrepreneurship Studies enhances programmes through research and industry insights.

Additionally, KFUPM-EI collaborates with colleges to educate undergraduates on entrepreneurship through a digital business foundation scheme. Since 2019, KFUPM-EI has facilitated the establishment of 33 start-ups, generating over 25 million SAR (US$6.7m) and creating over 100 jobs, significantly contributing to Saudi Arabia's economic growth.

Our commitment to entrepreneurialism stems from the belief in pharmacists' pivotal role in healthcare and economic growth. We have initiated diverse programmes to nurture entrepreneurial mindsets and equip students for success. As pioneers, we established the E-Club to foster student innovation and, in collaboration with the Arab Academy for Science and Technology, our Mentors Group for Entrepreneurship pairs students with industry mentors. We offer comprehensive entrepreneurship training to ensure students' readiness for ventures.

Beyond academia, we organise events such as industry roundtables, workshops with national banks and awareness campaigns, providing hands-on experience and networking opportunities. And in partnership with industry and academic institutions, including Egypt Air, Baheya Hospitals and the Egyptian Drug Authority, we have developed protocols for innovative healthcare solutions. We are proud of our role in fostering innovation and are dedicated to empowering the next generation of entrepreneurial leaders.

The Faculty of Agricultural Technology (FAT) has launched an initiative for innovative smart agricultural practices to address sector challenges. With limited resources and declining soil fertility, the FAT has implemented creative solutions to enhance productivity and sustainability. Compost production from organic waste has improved soil quality, reduced water usage and increased agricultural output. Aloe vera cultivation with low water requirements has been initiated, along with the production of aloe vera soap and gel. Beekeeping has also been expanded, with a focus on enhancing flower pollination and agricultural yields.

To support innovation in agriculture, the FAT has introduced the Smart Organic Agriculture Technology/Technical Bachelor's, preparing students for sector challenges. Partnerships with private companies and organisations have been established through the Agricultural Conference: Innovative Agriculture for Food Security. A Smart Agriculture Unit has been created for practical learning. The FAT continues to seek collaborations for afforestation, environmental systems and capacity building projects.

The COP Simulation, an annual youth-led climate conference organised by the British University in Egypt and the UNDP, brings together 130 students worldwide to simulate the COP. Two events were organised: COP27 Simulation and COP28 Simulation. Activities included a two-week online capacity-building programme, research on climate and environment, mock conference and attending the actual COP.

The COP Simulation empowers youth with: knowledge and transferable skills in climate literacy and international climate action, diplomacy, negotiations and conflict resolution; cultural exposure - interaction with participants from diverse backgrounds; and leadership skills learned from presenting their Declaration at real COP sessions (Blue and Green Zones). Participants take part in project design and implementation to utilise creativity and innovation skills.

The COP Simulation platform is a knowledge-sharing hub to ensure sustainability and transferability of outcomes. The impactful initiative aligns with University Strategy priorities: supporting SDGs and engaging students to become future leaders and change agents.

In a country facing water scarcity and climate change challenges, Ibn Tofail University took a bold stance, addressing these issues with innovative solutions. Their flagship project, a wastewater treatment station developed in collaboration with WATEC, showcased their commitment to sustainability. With a capacity of 200 m3/day, the station not only made the university self-sufficient in waste treatment, but also pioneered the use of treated water for campus irrigation.

Beyond campus borders, the project's impact extended region-wide, reducing water pollution, protecting public health and promoting environmental awareness. Notably, the university's dedication led to the construction of a wastewater treatment station in Tafinghout, demonstrating their unwavering commitment to positive environmental change. Ibn Tofail University's project symbolises visionary leadership, innovation and a steadfast commitment to a brighter, more sustainable future.

The King Abdullah University of Science and Technology's (KAUST) Coral Restoration Initiative (KCRI) in the Red Sea showcases KAUST's commitment to transferable innovative environmental solutions. Funded and developed by KAUST, the project's primary focus is on restoring, enhancing and preserving coral reef ecosystems. Phase 1 of the project is under way and will be the largest coral restoration project in the world, representing a significant step towards restoring reefs globally. Ambitious targets for 2030 include restoring 100 hectares of coral reef and outplanting 2 million corals at Shushah Island in NEOM.

The project brings together KAUST research and global innovations, such as developing a digital twin for coral reefs and heat-blocking coral solutions to protect from bleaching. KCRI also invests in capacity building by nurturing nascent marine biologist talent through programmes like the Saudi Talent Development Programme.

The project's objective is to support researchers in acquiring a deeper understanding of the condition of Egypt's marine areas to facilitate the development of more effective strategies to ensure their preservation. The project has developed several significant soft robotic prototypes, including a soft robotic fish inspired by the Pangasius fish. The project has also investigated different types of manufacturing, materials and actuation methods to obtain the best solution for underwater soft robot manufacturing. The soft robotics knowledge has been transferred to other undergraduate students and researchers in Egypt through workshops and conferences.

The project has established a soft robotics hub in Nile University and supervised four master's theses in Mechatronic and Microelectronics System Design related to the challenges in modelling, control, sensing and manufacturing of soft robotics. The project's results demonstrate significant achievements in developing, publishing and applying soft robotic technologies in Egypt.

The October University for Modern Sciences and Arts, in collaboration with the National Institute of Oceanography and Fisheries and funded by the Academy of Scientific Research and Technology, has designed and implemented an automated network for monitoring and analysing pollution in the Mediterranean Sea waters.

It has created a real-time monitoring network for water quality of agricultural and industrial wastewater that covers the main stream part of the Umum Drain before the water enters Mariut Lake and is finally discharged into El Mex Bay, located west of Alexandria, Egypt. The station monitors and records metrics such as pH, salinity, dissolved oxygen, temperature and others. These data are collected through a central software unit that displays, interprets and analyses the data from all the stations connected to the network and calculates a water quality index, according to Egyptian environmental law.

Business schools play a pivotal role in advocating for sustainable business practices. The MENA Business Schools Alliance for Sustainability (MEBAS), comprising 15 AACSB accredited institutions, aims to address unique regional challenges by fostering collaboration and knowledge exchange. Launched by Qatar University's College of Business and Economics, MEBAS facilitates seamless cooperation in curriculum, research and community engagement. By leveraging the talent and resources of member schools, MEBAS endeavours to remain at the forefront of sustainability education and drive sustainable practices across the broader business community.

Students and faculty from these 15 colleges are actively participating in myriad activities, including workshops, competitions, conferences, collaborative research projects and community-building efforts. Colleges are building strategic partnerships with key stakeholders from outside academia. Together, we are not only nurturing a vibrant community of scholars but empowering the next generation of business leaders to shape the future of sustainability in the region and beyond.

This is one of the pilot schemes carried out within the Nature-based Solutions for Domestic Water Reuse in Mediterranean Countries (NAWAMED) project, a research project funded by the EU ENI CBC MED programme aimed at demonstrating the technical and economic feasibility of nature-based solutions for treating non-conventional water resources in schools, universities and public facilities.

The pilot project focuses on the treatment of greywater from the student dormitory facilities (showers and washbasins) in the Al-Zahra’a Dormitory of the University of Jordan using green wall technology. The green facade, consisting of trenches planted with specific vegetation and climbing plants, collects water percolating through the wall and collects it in a tank for reuse. The system stores and disinfects water for toilet flushing and irrigation, recovering up to 1,530 m3/year.

Al-Kitab University is the first university in Iraq to launch the Encyclopedia for University Women, which aims to highlight the role of women who are successful as university researchers and teachers, and as influential women who make an imprint on society. They are selected according to many conditions and controls, including the number of distinguished research papers published in high-quality journals, number of awards received, patents, distinctive contributions that serve society, etc.

Through its Community Engagement and Volunteerism Initiative, Al-Quds University has significantly impacted regional development through more than 1 million hours of volunteering. By coordinating 9,000 volunteers in local municipal collaborations and another 8,000 in non-profit partnerships, the university has addressed key community needs in education, health and the environment. These efforts have improved infrastructure, promoted sustainable practices and enhanced social welfare across Jerusalem.

Al-Quds University's approach exemplifies how structured volunteering can lead to substantial community advancements and a strengthened civic spirit. This model of engagement highlights the university's role as a leader in societal transformation and development.

ESLSCA University, a higher education institution in Egypt that offers high-quality education with diverse graduate and undergraduate programmes, aims to bridge the skills gap and prepare young professionals for the job market. With a commitment to addressing global challenges, the university developed a unique government-tailored MBA programme for local and regional public sector employees, aiming to prepare and enable change agents in the government and public sector companies.

To date, the programme has been offered to 1,703 government officials from 31 out of 33 Egyptian ministries, with over 565 graduates achieving career advancements, including roles as assistant ministers and leaders in restructuring units. It has also facilitated knowledge transfer, empowering graduates to make regional impacts. The programme's impact is endorsed by high-ranking officials, including the Minister of Planning & Economic Development and the Prime Minister. The programme exemplifies impactful community engagement, promoting educational excellence and public service transformation.

As a national university, Galala University (GU) is deeply ingrained within its community, promoting and encouraging its faculty and students to contribute across multiple dimensions to achieve regional development. In order to contemporise historical landmarks in Egypt, the I-Heritage Project was set up, which uses the latest ICT innovations to develop and explore the historical area surrounding the pyramids. In addition, GU catalysed the "Abbas Bazaar, Recovery Lab of Port Said" to help preserve the community's rich history.

Regarding societal sustainability and governance, GU aimed to empower students by encouraging them to participate in Egyptian community initiatives. Students at GU won the second prize in the Youth Development Initiative, participated in another initiative that promoted digital media literacy in the Suez Region, and organised the Nanoscience Symposium. The GU societal projects gained recognition for the community on media channels and among stakeholders regarding their integral impact on the Egyptian community.

In the arid region of Sidi Taïbi, access to clean water was a daily challenge for Al Anouar High School. However, a glimmer of hope emerged through an initiative by Ibn Tofail University. They established an innovative water treatment station, powered by renewable energy, to convert local brackish waters into a safe and clean water source. This station also provided electricity, enabling students to access solar energy even during power outages. The impact was significant: water-related illnesses decreased, academic performance improved, and new learning opportunities became available.

Beyond its practical utility, the station became a symbol of progress and innovation, attracting the attention of researchers and students. In 2023, it continues to serve as a beacon of hope and progress, demonstrating the power of technological innovation and community collaboration in addressing the most urgent challenges.

"Towards an All-Inclusive Jordan” aims to bridge the gap in rehabilitation services for people with disabilities where access is limited. This initiative, housed in the University of Jordan, is a partnership between academic institutions and community stakeholders. It aligns coursework with community needs, focusing on occupational, physical and speech therapy. Students collaborate with locals in villages and camps, training community health workers and conducting research.

Despite societal stigma and logistical issues, the initiative has trained over 50 students and 35 health workers, impacting over 1,000 families. Their approach emphasizes community involvement to reach those most in need. Through careful planning and organisation, they have achieved measurable improvements in the quality of life for people with disabilities in Jordan, as evidenced by a 2.6-point increase on a 0-5 scale.

New York University Abu Dhabi (NYUAD) has pioneered a ground-breaking international social responsibility programme focusing on adult education and tailored to the needs and aspirations of the 800+ contracted workers from over 25 countries employed at the NYUAD campus. The workers include our security guards, groundskeepers, housekeepers, technicians, food and beverage staff, domestic caretakers, and more.

This initiative stands out as the inaugural programme of its kind in the Middle East North African region, setting a precedent for educational excellence and integrating non-traditional adult learners into our academic mission. Our scheme offers a comprehensive programme of educational opportunities that meet the expressed educational and social needs of contracted workers employed by NYUAD and domestic workers employed by our NYUAD community members.

Chair: Alla El-Awaisi, Qatar University

Coordinator: Sawsan AlMukdad, Qatar University

Executive Committee: Dr Mahmood Adil, Ministry of Public Health, Qatar; Dr Shireen Suliman, HMC, Qatar; Dr Mohammed Almansour, King Saud University, Saudi Arabia; Dr Ali Alqahtani and Dr Mohammed Alnaami, King Khalid University, Saudi Arabia; Dr Susan Waller, United Arab Emirates University, UAE; Dr Eman El-Labbad, Gulf Medical University, UAE; Dr Michèle Kosremelli Asmar, Université Saint Joseph de Beyrouth, Lebanon; Dr Said Al Harthy, Higher Institute of Health Specialties, Oman; Dr Maha Habre and Dr Naser Al Sharif, Lebanese American University; Dr Zaid Al Hamdan, Jordan University for Science and Technology

In response to the critical need for interprofessional education and collaborative practice (IPECP) in the Arab region, Qatar University (QU) established the Arab Network for Interprofessional Collaboration (ANIC). Stemming from QU’s leadership and commitment to advancing healthcare education, ANIC has transformed the regional landscape. Originating from QU's 2015 conference on Interprofessional Education, ANIC emerged to address the absence of a regional network in the Global Confederation for Interprofessional Education. Since then, ANIC has grown into a recognised regional force, culminating in its official launch during the third Interprofessional Global Partnership Symposium in November 2023.

With over 200 active members, ANIC fosters inclusivity and innovation, advocating for IPECP excellence. Its initiatives, including webinars, training programmes and research projects, highlight its commitment to sustainable growth. ANIC's upcoming second regional IPE Conference in October 2024 further signifies its dedication to advancing interprofessional practices in the Arab world.

To better support first-year students entering the College of Engineering (CEN) at the American University of Sharjah, CEN with the assistance of the Academic Support Centre (ASC) on campus engaged its first-year students in a series of programmes and activities meant to make the transition into college life an enjoyable and rewarding experience. They include the ASC Academic Thrive Programme, ASC First Year Experience Programme, ASC Peer Mentors, ASC Student Success Workshops and Engineering Learning Centre.

The objective is to serve all engineering undergraduate students throughout their academic journey, regardless of their range of background high-school experiences and their different cultural approaches to learning.

Recognising the importance of diversity and inclusivity, Ibn Tofail University (UIT) established the Space for Students with Disabilities (2ESH), providing tailored support and ensuring equitable access to resources and opportunities. Key to its success is the HANDI-AMENAGEMENT platform, which simplifies registration and the identification of needs. Additionally, the BENEVOLAT platform facilitates student integration.

It is a leading force in Moroccan universities. Thanks to its efforts, projects and innovative technologies, UIT enabled the first remote doctoral defence for a visually impaired Sudanese student. In 2023, UIT launched the first sports professions bachelor's degree for students with disabilities. Two such students broke through barriers by securing top positions in 2023 in their departments. The 2ESH offers not just opportunities, but affirmation of the inherent worth and potential of every student with disabilities. The success of this initiative serves as inspiration, affirming that with support and determination, all goals are within reach.

Introduced in October 2019, the Irshad platform at King Fahd University of Petroleum and Minerals (KFUPM) revolutionised student support. Offering comprehensive assistance in academic, psychological, health, behavioural, financial and social domains, Irshad helped in over 1,400 cases in 2023 alone, with several cases documenting students with less than 1 GPA progressing to become honour students after receiving assistance through the platform.

What sets Irshad apart is that it is provided free of charge, highlighting KFUPM's commitment to accessible support services. The platform's success is evident in overwhelming student feedback and improved access to vital information across university departments. Irshad's referral system and integration with key university units ensure seamless support interventions. It underscores KFUPM's commitment to fostering a supportive environment for student and staff well-being.

The initiative responds to the education crisis affecting about one million students globally, including approximately 88,000 in the Gaza Strip who have been unable to attend university for over six months due to military conflicts. This digital university model offers online and in-person education, providing free e-learning facilitated through platforms like Zoom, recorded lectures for accessibility, and integrated digital assessments.

The programme has registered over 3,100 students across 300 courses at Palestine Ahliya University, ensuring educational continuity and academic excellence despite challenges such as internet and power disruptions. The initiative uses electronic internet chips and a flexible exam system to overcome technological barriers. Focusing on sustainability, the initiative aligns with the Sustainable Development Goal to provide inclusive and equitable quality education. It plans to upgrade its technology for future resilience and expand its capacity to reintegrate students affected by conflicts, promoting universal education accessibility.

Qassim University designed the current programme as an intensive rehabilitation programme for deaf and hard-of-hearing students. The ultimate goal of this programme is to provide the required support for those students to complete their university studies, integrate into social life, and enhance their future job opportunities. This programme is important due to:

• The weakness of some deaf and hard-of-hearing students in sign language and how to practise it
• The absence of some basic principles and skills among some students regarding dealing with technology
• Some deaf and hard-of-hearing students are isolated from society due to a lack of necessary experience and skills

In addition, the support activities involved in this programme include academic support activities, remedial lessons, Arabic lessons, technical education, psychological counselling, social guidance activities and development support.

The University Counselling Services Automation project is an electronic university counselling service aimed at facilitating students' access to university counselling services and improving the quality of service provided to them, in partnership and cooperation with the university's Information Technology Deanship. These services include academic counselling, career counselling, and psychological and social counselling, which are offered with complete confidentiality to protect the privacy of the students.

The project aims to save time and effort for students applying for these services, as working with physical files takes much longer than working with digital files. It is faster to search and can be accessed from anywhere. This means that operations can be completed and the services provided more quickly and with fewer staff members. It also improves access to these services for students with disabilities, which previously required many processes and personal attendance at university offices.

In regions plagued by terrorism, education is a lifeline. The University of Warith Al-Anbiyaa’s initiative prioritises the displaced and war victims from Iraq and beyond offering:

• Full scholarships for orphans and affected families
• Highly subsidised accommodation (with respect to market rate), meals at half the regular market price and free transportation. Also free accommodation, meals and transportation for international students from low- and lower-middle income countries (EMEA), and full payment of fees and free accommodation for orphans via our partner orphanage
• Mental health services and career development opportunities

More than 500 students have benefited from scholarships, with 3% of them now employed within our organisation, and job quotas arranged in our parent organisation. Tailored support, unwavering commitment and strategic partnerships set us apart, ensuring no student is left behind.

Al-Ahliyya Amman University (AAU) in Jordan is a leading example of sustainable development in universities within the Middle East. Recognising the environmental impact of universities, AAU implemented a multi-phase project to establish a framework for sustainable campuses. The project, "Towards a Sustainable University Campus", examined AAU's social aspects, physical facilities and various sustainability areas like energy, water and waste. This resulted in a strategic plan, "AAU Sustainable Development Programme", which aims to create a green built environment and enhance student life through resource optimisation and a healthy campus environment.

AAU's commitment is further demonstrated by the Sustainability Steering Committee and the Sustainability Development Office. The committee develops university-wide sustainability policies, while the office provides consultations, promotes awareness and manages research projects. Additionally, AAU is transforming its courtyards into a sustainable living lab to improve student well-being. AAU's efforts position it as a role model for sustainable development in universities.

The Participatory Action Research (PAR) project, led by Professor Dahdal, uses immersive storytelling to connect young people with their history. It involved a collaboration of three years with 13 undergraduates to create an innovative VR documentary, "Emirati Stories", depicting pre-oil Emirati tales within a virtual Sharjah Fort. Funded by an American University of Sharjah grant, the project explores immersive media's efficacy, the impact of student involvement in PAR, and serves as a non-traditional research output. The project, exhibited worldwide, operates on the Meta Quest Pro VR headset. It aims to engage youth with their heritage by merging past and future.

Preliminary results suggest VR documentaries as effective engagement tools. The project, grounded in ethnographic action research, saw students involved in all creation stages, resulting in an internationally showcased work that uses cutting-edge technology to reimagine history.

Supervisors: Professor Dr Nahla Ahmed Belal; Professor Dr Mohamed Essam Khedr

Team Leader: Habiba Amr 

Team Members: Ali Said; Mohamed Haggag; Mostafa Tarek; Yara Ahmed; Ziad Ahmed

Tourism experience is facing a lot of challenges; thus, tourism promotion needs to find alternative methods to keep up with the digital age, in addition to using the rich historical museums, since the available applications do not include any innovative ideas.

In this project, we propose to develop a deep learning and augmented reality (AR) mobile application for museums. The ARtifact World application will use deep learning techniques to recognise and identify artifacts in the museum's collection, and overlay AR content such as images, videos and audio to enhance tourists' experience. The mobile app will feature an easy-to-use interface for visitors to access the AR features and deep learning model (a Convolutional Neural Network). The model will be trained to recognise and identify the artifacts, and the 3D model will be used to add more media, such as adding Text to Speech to information in audio.

The Arab Institute for Women (AiW) at the Lebanese American University, in collaboration with the Institute of Development Studies, has embarked on a 5-year project under the title “Countering Backlash: Reclaiming Gender Justice”. In light of trends seeking to reverse the gains obtained in women’s rights and gender equality, and to reduce the civic space for progressive movements, the project aims to create the necessary knowledge and identify opportunities for women’s rights organisations and gender justice advocates to counter the backlash and address the erosion of gender objectives.

The AiW is working under the three strands of “Voice”, “Patriarchy” and “Policy and Practice” in order to address the backlash, the erosion of gender policies, and find new opportunities for feminist impact.

The Preserving the Disappearing Cultural Heritage of Post-War Mosul research project aims to construct a data platform for the tangible and intangible cultural heritage elements of old Mosul city and encourage nearly-graduate students to pay more attention to their culture. The three-year project included workshops, training courses, site work, data collection, documentation, modelling, exhibitions, symposium, researches, reports and a website – all available to researchers and the public.

The project was carried out by researchers from the University of Mosul and the University of Wasit in Iraq, and Nottingham Trent University and the University of Leeds in the UK. It was supported by the British Academy and various organisations provided training and support such as ICCROM and professors from the Architectural Engineering Department in the College of the Engineering at the University of Mosul.

STEM-related fields are instrumental in reducing the skills gap and narrowing occupational segregation. However, women are still under-represented across them. Gender-based stereotypes are important determinants of women’s under-representation in STEM, and scientific research is a field in which gender-based stereotypes are particularly evident. Similarly, trust in science and scientists is essential to highly differentiated societies, where knowledge is specialised and complexity growing.

Leveraging a survey experiment across five different countries with 5,800 parents and their children, this project explores gender-based stereotypes among scientists. We find that the UAE is the country with the highest level of trust towards science and female scientists. Furthermore, in the UAE and Israel there is no evidence of gender-based stereotypes, while in other countries, respondents are significantly less willing to update wrong beliefs when provided with information by women. Lastly, parents’ stereotypes profoundly shape children’s stereotypes, yet this is less the case in the UAE.

Our research addresses the pressing need for a thorough examination of HyFlex course design within higher education. Conventional courses often have limitations in accommodating the diverse needs of students, prompting a quest for alternative instructional models. HyFlex, with its integration of online and in-person elements, emerges as a flexible solution. Our primary objectives revolve around investigating the efficacy of HyFlex in promoting active and transformative learning experiences.

The results of our study unveil HyFlex's potential to significantly enhance educational accessibility, student engagement and the cultivation of critical thinking skills. Our proposed strategies for implementation offer valuable insights for stakeholders seeking to adopt HyFlex models. Ultimately, broader society stands to benefit from improved educational outcomes and enhanced workforce preparedness. Thus, our research provides a conceptual review of existing literature, supplemented by insights from experts through a Delphi study and providing a HyFlex Course Delivery Modality plan.

The poignant documentary "An Gorta Mór: Passage to India" written and co-produced by Ian Michael tells the migration story of John Footman, who, as a 21-year-old in 1847 escaped famine-ravaged Clonakilty in County Cork, Ireland, for India. John eventually settled in Madras (now Chennai) and created his own Irish-Indian family. The story of John Footman as told in the film is also the personal history of the writer’s great-great-great-grandfather. Nearly 200 years later, Ian Michael journeys to Ireland to reflect on the meaning of his Irish-Indian heritage.

During "An Gorta Mór" (The Great Hunger) which occurred between 1847-82, Ireland lost a quarter of its population to death and migration, millions braved the seas to seek a better life in Canada and the US. Yet John was among the few Irish nationals to travel as far as India and begin a unique Irish diaspora there.

Cultural artefacts serve as vital links to our past, preserving our collective memory and enriching our understanding of human history. Our remarkable research project, "Salsal: Safeguarding Cultural Heritage Using Blockchain Technology and NFTs", addresses the threats of looting, illegal trade and disputes over ownership to safeguard cultural heritage.

Our objectives were twofold: developing a robust system for verifying artefact authenticity; and establishing a secure method for tracking ownership history using blockchain technology. Salsal, a collaborative effort with institutions across Europe and the Middle East, achieves these goals. Supported by a grant from the ministry of education, Salsal is integrated into a course on AI and Cultural Heritage, currently taught to master's and senior students. Its innovative features combat artefact theft, fostering trust in cultural institutions worldwide. Our work, recognised by CNN and published in Heritage Science, signifies excellence in STEM research with profound implications for global heritage preservation.

Al-Ahliyya Amman University proudly stands as the first MENA region institution to contribute to the AS 7739.2 standard for digital engineering, enhancing smart city projects globally. Through Dr Amer Hijazi’s expertise, the university collaborates with prestigious partners across academia, industry and government to develop these transformative standards.

AS 7739.2 promotes seamless integration of digital solutions, aligning with critical SDGs to foster sustainable, efficient urban environments. Additionally, the standard has been integrated into the university's master's engineering programmes, preparing students for leadership in digital transformation. This initiative exemplifies our commitment to advancing global digital engineering standards, demonstrating significant international impact.

Feedback is currently being collected from companies and partners involved in developing and implementing the standard, with the aim of refining its impact. This strategic approach could significantly boost the standard’s adoption both nationally and internationally, promoting a collaborative approach to enhancing business, commercial and sustainability models through strategic digitalisation.

This interdisciplinary research project deals with the development of miniature sensors able to detect environmental pollutants and toxic gases: an innovation that could revolutionise multiple industries and improve the quality of life for many. To achieve this goal, we have integrated different technologies in our research. These include sustainable synthesis methods for nanomaterials - the eco-friendly and sustainable techniques used to produce Metal Organic Frameworks (MOFs) without hazardous chemicals or toxic solvents - and MEMS technology, a process technology used to create tiny integrated devices that combine mechanical and electrical components.

In this project, we implemented a gas sensor to quickly detect CO2 leaks. We successfully demonstrated the functionality of our sensor in detecting CO2 gas and its potential deployment to monitor the air quality in indoor environments and other industrial applications. This is crucial for addressing environmental issues and ensuring compliance with regulations and safety measures.

The Advancing Sustainable Manufacturing project, initiated by M3DTP at Euromed University of Fez (UEMF), aims to use 3D printing technology for eco-friendly manufacturing. Objectives include developing sustainable approaches, reducing waste and promoting eco-friendly materials. Challenges include sourcing such materials and optimising printing parameters. Research efforts have successfully reduced waste and minimised the carbon footprint. Economic benefits include reduced costs and improved product lifecycle management.

The project has potential global impacts that could inspire the wider adoption of sustainable practices. It positions M3DTP as a leader in eco-friendly 3D printing, fostering future research and collaborations. The establishment of the Additive Manufacturing and Prototyping Platform enables ongoing innovation. Future goals include expanding partnerships with aerospace, automotive and biomedical industries. By championing sustainability in 3D printing, M3DTP and UEMF demonstrate the societal benefits of environmentally conscious practices.

Fossil fuel depletion is leading to a growing interest in alternative energy sources, particularly hydrogen. The energy content of hydrogen is 2.75 times higher than that of fossil fuels, offering a promising alternative. However, challenges include feedstock prices and suitable conversion technology.

Currently, 96% of hydrogen is generated from fossil fuels. However, food waste can be used as a cheap substrate for hydrogen generation, promoting sustainable waste management and clean energy generation. This presents an opportunity to compete with rising energy demand and the depletion of fossil fuels.

This is a sustainable approach to exploit the benefits of the sugarcane crop and produce wealth from waste. The project is based on an innovative drying and forming process (IP rights and patents under way) that reduces the carbon footprint in production. This method reduces energy and water use in the manufacturing process by about 50% and reduces several logistical steps including the transportation and treatment of raw materials. Environmentally, sugarcane absorbs more carbon dioxide during its lifecycle than almost any other plant.

The research suggests that expanding sugarcane production could reduce global carbon dioxide emissions by up to 5.2%. The project also gives a new investment dimension to the bagasse pulp industry in Egypt, which is currently based on the declining paper market. Egypt produces about 3 million tons of bagasse annually, ranked 9th in the world.

This project aims to develop membrane-based and membrane-free forward osmosis desalination processes (MbFO and MfFO, respectively) by developing charged, thermo-responsive hydrogels and new membranes. The targeted desalination approach is suitable as a basis for designing desalination set-ups on a lab-scale, with the intention of developing them at prototype-scale capacity. The process has reduced capital, operation and maintenance costs compared with existing desalination plants.

With these characteristics, the target method should be suitable for providing fresh water for small villages close to salty water sources like seawater and can therefore be considered as a local solution for water scarcity, which is a global challenge specifically emergent in the Middle East region.

Egypt Team (Centre for Photonics and Smart Materials, Zewail City of Science and Technology): Professor Salah Obayya (Egypt team leader); Professor Mohamed Farhat; Dr Bahaa Younes; Dr Ahmed Abdelqader; Dr Yusuf Gamal; Eng. Nada Yazeed

UK Team (University of Nottingham): Professor Angela Seddon (UK team leader); Professor Trevor Benson; Professor Mark Farries; Professor David Furnies; Dr Sendy Phang

This research project was the fruit of a strong, longstanding collaboration between the UK and Egyptian teams. The teams worked together on a previous Institutional Link project recently funded by the British Council. Benson (UK-PI) and Obayya (Egypt Co-PI) have met frequently at conferences for over 20 years and have regular contact via their journal editorial and conference organisation duties. Obayya is a Special Professor at the UoN and Benson has been a Visiting Professor at Zewail City since 2017.

This project aimed at sensing serious water pollutants which is very important in the agricultural sector and for human health in Egypt. The obtained results in this project were reported and presented in two journal publications and two conference proceedings where two different optical sensors for water pollution detection were introduced and analysed based on optical fibres and photonic crystal fibre platforms.

ADU's 20th Anniversary campaign redefined higher education marketing, departing from traditional methods. The tagline “20 years of shaping the future” embodies our ethos of fostering leadership through knowledge and wisdom. Unlike typical recruitment strategies, our approach engaged a wide range of stakeholders, including students, alumni, parents, partners, staff and faculty. Chancellor advocacy further promoted our institution's uniqueness.

Embracing a diverse audience, our multifaceted strategy used kick-off videos, partner messages and faculty spotlights. Customised recruitment plans offered diverse career exploration avenues. The student hub streamlined enrolment with personalised support. Leveraging media channels, our campaign showcased achievements and inclusivity through impactful videos and social media formats. By highlighting international diversity, we appealed to a broader student base. Through personalised narratives and global representation, we established emotional connections, emphasizing our commitment to excellence and inclusivity.

The American University in Cairo (AUC) is a strong proponent of making high-quality world-class education accessible to outstanding students regardless of financial status. Since excellence is multifaceted, in 2023, AUC launched a new student financial support model - the AUC Excellence Scholarship Programme - which became an integral student recruitment tool. The programme considers both merit and financial need, while the former being a necessary eligibility factor.

The programme is used to recruit diverse students who excel in various fields, come from different socio-economic backgrounds, graduate from different high-school education programmes, and come from different parts of Egypt and the world. It has six strategically designed categories: Academic Achievement, Talent, Leadership and Community Service, Liberal Arts Majors, National Certificates, and International Diversity. The categories are stackable, thus could provide a total tuition coverage from 20% up to 100% throughout the student’s journey at AUC on condition of meeting applicable maintenance criteria.

An-Najah National University launched the Nawwarat An-Najah campaign in 2023/24, aiming to attract, retain and support students. Amid Palestine's challenges, it offers hope to high-school graduates, showcasing the university's environment and motivating academic excellence. Through scholarships and stories of success, it fosters communication and community engagement. Innovative marketing, including social media and influencer partnerships, reached over 15 million. Welcome kits greeted 5,000 newly admitted students, and cultural events drew crowds.

The campaign's name, Nawwarat An-Najah, gained traction, symbolising student brilliance. It continues to focus on student-centric initiatives and inclusivity, actively involving students with disabilities. After graduation, tailored support aids graduates' transition, especially in fields like artificial intelligence.

The Climate Hub campaign, launched during COP28 in Dubai, significantly boosted student applications with a 30% increase in enrolments. It emphasized the university's commitment to sustainability and education, securing over 12 million impressions and 347 new enrolments globally through digital campaigns. The campaign’s international impact was amplified when the UK's King Charles III made a visit to Climate Hub campaigners at COP28, highlighted by widespread media coverage. Targeted media campaigns showcased the university's programmes, attracting diverse prospective students and affirming the campaign's effectiveness in meeting objectives. This success underscores Heriot-Watt University Dubai's leadership in sustainable education and global outreach.

King Fahd University of Petroleum and Minerals (KFUPM) stands at the forefront of fostering academic excellence both locally and globally through innovative campaigns and initiatives. The Deanship of Student Affairs initiated the KFUPM Explorers/Ambassadors Programme to promote greater diversity within its community and promote global engagement. It aims to empower students as explorers/ambassadors of the university's unique spirit, to learn, discover and engage meaningfully with diverse communities worldwide.

KFUPM Explorers is a programme tailored for outstanding undergraduate senior achievers, while the Ambassadors programme is for graduate students who travel to various campuses globally, exchanging academic and cultural activities to inspire and encourage students and collaborators to join our community. The programme enabled us to achieve a more diverse and dynamic community bringing the number of international students to 1,600, made up of 64 nationalities, with a significant rise from regions previously under-represented in our student body.

Professor Dr Rawya Rizk, Vice-President for Postgraduate Studies and Scientific Research

International Student Administration Team: Dr Mona Nashaat, marketing platform coordinator; Dr Basma Elmowafy, postgraduate student affairs coordinator; Dr Nouran Nabil, undergraduate student affairs coordinator

Port Said University has responded to the changing landscape of higher education by implementing innovative recruitment strategies aimed at attracting diverse student demographics. A comprehensive rebranding effort highlighted the institution's commitment to diversity and academic excellence, expanding its applicant pool and enriching campus diversity. Collaborative marketing initiatives with governmental bodies and external stakeholders extended the university's reach through various channels, including social media and outreach programmes. Persistent tracking of campaign performance revealed significant increases in international student enrolment and field-specific applications, indicating the success of these efforts.

Port Said University's innovative approach prioritises inclusivity and fosters a dynamic learning environment, aligning with its mission to empower individuals from all backgrounds through education.

The University of Hertfordshire launched its branch in Egypt in 2019, so the challenge of growing student numbers while maintaining quality and diversity is ever present. After the 2022 recruitment cycle, we changed our approach to aim for a minimum 50% increase in 2023 in applications from students with a more diverse range of qualifications and backgrounds. This was achieved by a 10-point objectives-and-key-results-based strategic plan coordinated between the student recruitment and marketing teams. The ability to track application data and respond to market needs in an agile way provided new opportunities for engagement with prospective students and especially with key school partners.

The outcome of the approach was a 55% increase in student recruitment into the international foundation year and greater brand awareness in market, partly driven by our social media presence. We also observed interest from students wishing to transfer in to level 4 and level 5 of study.

Abu Dhabi University (ADU), a leading UAE institution, uses advanced technology and innovative teaching methods, including VR, smart screens and advanced labs, to prepare students for a technology-driven world. ADU's teaching excellence is based on evidence-based strategies, with research, benchmarking and student feedback shaping its curriculum. The university prioritises faculty development through the SMART Learning Centre, which has improved teaching quality and student satisfaction. The university also encourages interdisciplinary and cross-national learning projects, preparing students for the global workforce. ADU's commitment to sustainability is integral to its vision and mission, with a comprehensive strategy embedded in its curriculum.

The Academic Success Centre provides tailored support across all courses, resulting in an increase in student retention, a rise in graduate employability and enhanced student satisfaction. ADU students' achievements in competitions demonstrate the quality of education and mentorship provided, which prepares them to be the next generation of local and global leaders and innovators.

Gulf University (GU) has a teaching strategy that focuses on preparing graduates for successful careers and community engagement. The strategy centres on project-based learning and incorporates digital tools such as Poll Everywhere, Kahoot and the Moodle platform for interactive sessions. To maintain quality in the transition to online learning, GU makes use of Moodle as a learning management system. Students can access learning resources, participate in discussions and take quizzes through this platform.

Exams are conducted online, with students required to be physically present at the university lab using lockdown browser technology. Instructors also engage in reflection and receive support for best practices through committees and the Teaching Excellence and Technology Centre. Overall, GU's commitment to technology and student engagement promotes innovative teaching methods and creates a rewarding learning experience.

In 2023, the Lebanese American University (LAU) embraced open, online education as an innovative facet of its already robust teaching and learning environment; an environment that emphasizes high-quality pedagogy through its Faculty Fellows Programme, a host of workshops, one-on-one training and cutting-edge edtech provided through the Centre for Innovative Learning (CIL).

Specifically, in autumn 2023, LAU launched “A Crash Course on Media and Palestine” as a free, open, online course running in parallel with LAU’s existing, in-person 3-credit course, “Media and Palestine”. Additionally, in summer 2023, LAU’s CIL worked to craft an Arabic course for beginners, which was launched in spring 2024. Both courses are fully open to the public and require no payment.

The School of Pharmacy at Newgiza University (NGU) aims to create a transformational learning experience through innovation, self-learning and hands-on training. The programme pioneers Egypt's first interprofessional education for the healthcare sector. The independent research module is the crowning jewel of research, where each senior student designs, performs and presents their research, yielding several internationally published articles presented at scientific conferences. Senior students participated in the GenZ and Bio-iChallenge competitions to find an innovative solution to fill an industrial gap.

The flipped classroom, along with the design and execution of a new business model with pitch presentation and promotional videos, aimed to improve pharmacy practice. The programme introduces two tracks of industrial innovation: AI-based drug design and operational drug manufacturing. NGU fosters excellence through recognition and awards for top academic achievers. Graduates are empowered with comprehensive learning experiences to become catalysts of change, realising that every successful treatment operates as an ecosystem.

Teaching and Learning Centre Team Members: Dr Connie Mitchell; Dr Yasir Javed; Dr Shabir Hussain; Ms Sofia Adan; Ms Saima Rasheed; Ms Sara Aloumi; Ms Reem Alsaleh

Professor Mamdouh Alenezi, Dean of Quality Assurance and Development

Prince Sultan University (PSU) places lifelong learning at the heart of its mission, with the Teaching and Learning Centre driving this ethos among faculty, staff and students. PSU's innovative strategy incorporates AI technology and reflective practices to nurture personal and professional growth. In collaboration with Coursera during the 2022-23 academic year, PSU significantly expanded online learning opportunities, benefiting 6,481 learners, including students, faculty and staff. The platform received positive feedback, with an average rating of 4.6/5, demonstrating its effectiveness.

PSU intends to expand this initiative, reinforcing lifelong learning values and preparing students for future endeavours. This commitment underscores PSU's dedication to lifelong learning, aligning with its overarching educational mission. The session will explore PSU's approach, its broader impact beyond campus and the importance of ongoing education in higher academia. PSU's commitment sets a precedent for institutions seeking to foster continual self-improvement and societal advancement through lifelong learning initiatives.

Qassim University College of Medicine (QUCOM) identifies innovative teaching practices and rewards creative teaching strategies by awarding the best teachers according to certain standardised evaluation criteria such as subject knowledge, teaching effectiveness, student engagement, innovation in teaching methods, and leadership. One of the major criteria in this awarding is the ability of the teacher to motivate students to express their creative skills in extracurricular creative educational efforts observed through their ability to contribute to scientific, cultural or artistic exhibitions.

QUCOM provides resources and logistics by setting up special exhibition locations such as galleries, exhibition halls or distinct sections of campus buildings. It also offers the necessary support including advice from instructors or mentors, planning and organisation, supply of resources, and advertising of the show via university channels. In addition, it supports the organisation of interdisciplinary exhibitions that highlight fields of study, such as science, art or technology.

The University of Technology in Iraq is seriously and continually seeking a true educational digital transformation that meets the needs of higher education, in order to provide the best educational experience for all students and raise the value of the university locally and globally. We adopted Canvas LMS to implement an innovative teaching and learning strategy designed to increase student engagement and achieve positive student outcomes in a safe and trusted blended and online learning environment.

Salih Saad Salih is the first person in the Middle East to become a Canvas Certified Educator and Canvas Certified Technical Admin, providing and ensuring a high-quality learning experience leveraging Canvas LMS tools in blended and e-learning for all students and helping them to maximise their potential.

LX.ai embodies Zayed University's commitment to adaptability in higher education through AI, blending Learning Experience Design with advanced AI technologies to create unique and hyper-individualised learning experiences. This professional development programme empowers faculty to design education that meets individual student needs, emphasising a pedagogy-first approach. Through a comprehensive series of seminars and practical sessions, faculty across the disciplines learn to use tools like empathy maps and learner personas, ensuring personalised education at scale. The programme integrates generative AI, machine learning and Natural Language Processing to enhance learning, considering factors like emotion, motivation, attention and creative flow for a holistic approach.

LX.ai fosters a community of practice, encouraging innovation and recognising teaching excellence through awards and shared success stories. Its practical applications directly enhance student experiences, making learning personal and contextually relevant, reflecting the university’s strategic emphasis on innovative, technology-enhanced teaching that prepares students for a dynamic world.

The "Diverse Distant-Students Deep Emotion Recognition and Visualization" project initiated by Abu Dhabi University aims to revolutionise distance learning by identifying and analysing the emotional dynamics of culturally diverse students in online lectures. We have curated a unique dataset showcasing emotions relevant to lectures among Arab students. Through advanced face-detection algorithms, we have developed an emotion recognition model that ensures robustness against visual noise. We have achieved accuracy rates of 86.29% on a specialised dataset of Arab student emotions and 98.84% on the CK+ benchmark dataset, surpassing state-of-the-art methods. The scalability of our project is demonstrated by the positive engagement of over 250 participants in its pilot phase.

The project's modular architecture and cloud-based infrastructure ensure its applicability across various educational formats, including large-scale lectures. Moreover, our system's integration into a user-friendly dashboard respects cultural sensitivities and privacy concerns, providing educators with real-time emotional insights to adjust teaching strategies dynamically.

The Hourani e-Learning Centre (HEC) at Al-Ahliyya Amman University is diligently working towards the launch of Al-Ahliyya Amman Virtual University, aimed at extending education opportunities to marginalised groups in the Arab region using Arabic as the language of instruction. This strategic initiative seeks to provide eager learners with limited access to education, catering to their diverse needs through various teaching strategies. Moreover, the HEC's investment in high-tech tools and extensive training for its team and academic staff ensures proficiency in delivering engaging online education. Furthermore, the centre aims to boost societal engagement and academic growth through scholarships, workshops, research collaborations and training opportunities.

Looking ahead, once this mission is achieved, we envision expanding globally, establishing a sustainable impact and empowering communities worldwide through learning, thereby opening doors to a brighter future for all.

The American University of Sharjah (AUS) team is pioneering the digitisation of academic and administrative processes through innovative AI and digital services. Key projects include personalised learning experiences with AI integration, a centralised Graduate Portal enhancing efficiency and collaboration, streamlined course registration processes, and automated exam scheduling for improved student experiences. Additionally, a web portal facilitates student internships, bridging academia and industry seamlessly. These initiatives showcase AUS' commitment to technological innovation and student-centric approaches.

Establishing the Virtual Reality Centre (NVAR) at An-Najah National University is a pioneering advancement in education, research and community service within Palestine. This innovative initiative leverages immersive technology to enhance operations, aiming to boost performance and relationships with stakeholders. By serving a diverse range of groups and providing comprehensive training, the centre equips individuals with essential skills for success in the digital era. Collaborations with industry leaders ensure proficiency in cutting-edge technologies. The centre's impact is evidenced by training over 300 staff and 1,500 students, creating thousands of lessons, and fostering engagement through AI integration.

Despite challenges, the centre extends its influence through virtual exchange and practical training, with a focus on education, research, virtual exchange and capacity building. Positioned at the forefront of innovation, the NVAR centre is set to transform education, research and community service in the region.

ESLSCA University has developed an AI-powered solution called "ESLSCA Assistant Admission Chatbot" (EAAC) to streamline the admission process. This solution was created by a cross-functional team comprising the Digital Transformation and Technological Advancement Department, School of Computing and Digital Technology, students, and top management.

The EAAC uses AI to automate and streamline various tasks within the admission process using advanced technologies like Natural Language Processing and Machine Learning. Its key features include a chatbot that interacts with prospective students, guiding them through the application process and providing updates on their application status. The EAAC also performs document processing, extracts and verifies information from application documents, screens applications, and manages communication with applicants.

The implementation of the EAAC has resulted in a more efficient admissions process, with faster processing times and improved communication with applicants. The EAAC has also freed up staff time, enabling them to provide personalised support to students.

In a bold move to accurately track the evolution of its five-year Strategic Plan (SP), the Lebanese American University (LAU) adopted a fully digitalised process. One major problem with SP implementation and reporting is the inherent difficulty in acquiring and compiling data from different university units and schools to capture progress on the SP.

The LAU SP software is a cloud-based multi-tenant solution, using Microsoft Office 365 database technology to store and manipulate SP data. It includes a fully digitised version of the SP, from pillars, goals, actions, action steps, to status reporting, statistical reporting, allocated budgets, supporting documents and reporting comments. It provides a battery of automated reports describing yearly, aggregated and cumulative SP targets, action steps and action items, allowing for each unit and school, and for the Provost’s Office, to have full visibility on every aspect of the SP.

The University of Jordan (UJ) faced challenges with scattered data and manual processes in quality assurance. Traditionally, course coordinators manually submit course portfolios each semester. Challenges included aligning course learning outcomes (CLOs) with programme goals and ensuring compliance with the Jordan National Qualifications Framework. To address these issues, UJ's Information Technology Centre developed an innovative Course Portfolio Platform. Key features include integration with existing systems, automated data population, streamlined programme-course alignment, enhanced transparency, and comprehensive reporting for decision-making. The platform has already proven its worth. It played a key role in achieving EVALAG and AACSB accreditations for UJ’s schools.

Initially launched in selected schools, its success led to university-wide adoption, now implemented in all 20 schools at UJ. Despite our limited resources and the need for diverse discipline-specific customisations, the UJ team continues to enhance the platform. Furthermore, they provide comprehensive workshops to facilitate instructors' transition to the new platform.

The University of Warith Al-Anbiyaa is known for its innovative use of digital technology, enhancing functions across leadership, management, teaching and research. Key initiatives include establishing the National Centre for the Assessment of Medical Competencies which provides training for medical students, improving practical skills through simulation software. Recognised at the Iraq Education Exhibition and Conference, the university's digital OSCE (Observed Structured Clinical Examination) management system in Libya revolutionised medical assessments, enhancing efficiency and accuracy.

Overcoming cultural and financial barriers, the university's initiatives are scalable and replicable, offering valuable insights for the education sector. This recognition highlights the university's commitment to excellence and innovation in higher education.