Article Per Year (5 Year)
p-Index From 2021 - 2026
0.92
P-Index
This Author published in this journals
All Journal Research Psychologie, Orientation et Conseil Journal of Loomingulisus ja Innovatsioon Journal of Biomedical and Techno Nanomaterials Journal Emerging Technologies in Education
Rami Hariri
American University of Beirut
Religion Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Environmental Science Law, Crime, Criminology & Criminal Justice Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
LEADERSHIP STYLES AND THEIR EFFECTIVENESS IN MANAGING REMOTE TEAMS: A PSYCHOLOGICAL ANALYSIS Rania Khatib; Salma Hamdan; Rami Hariri
Research Psychologie, Orientation et Conseil Vol. 3 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v3i3.3940

Abstract

The rise of remote work has introduced new challenges in leadership, requiring managers to adapt their styles to effectively manage geographically dispersed teams. Leadership styles play a crucial role in influencing team dynamics, motivation, and performance. As organizations continue to embrace remote work, understanding how different leadership styles affect the management of remote teams is essential for enhancing team effectiveness and productivity. This study aims to analyze the impact of different leadership styles transformational, transactional, and laissez-faire on the effectiveness of managing remote teams. The research seeks to identify which leadership styles are most effective in promoting employee engagement, motivation, and job satisfaction in a remote work environment. A mixed-methods approach was employed, utilizing both quantitative surveys and qualitative interviews. Data were collected from 250 employees working in remote teams across various industries. The surveys assessed leadership style preferences and the perceived effectiveness of leadership in managing remote teams, while the interviews provided deeper insights into the psychological impact of these leadership styles on team members. The findings revealed that transformational leadership had the most positive effect on team motivation, satisfaction, and performance, while laissez-faire leadership was associated with lower levels of engagement and job satisfaction. Transactional leadership had a moderate impact on team effectiveness.  
Collaborative Creativity in Remote Work Teams: A Network Analysis of Digital Brainstorming Sessions Najwa Syarofa; Rami Hariri; Yara Abed
Journal of Loomingulisus ja Innovatsioon Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v2i4.2365

Abstract

The shift to remote work has transformed the way teams engage in creative processes, making digital collaboration tools central to brainstorming and innovation. This study aims to investigate the dynamics of collaborative creativity in remote work settings by analyzing patterns of interaction during digital brainstorming sessions. A mixed-methods network analysis approach was employed, combining social network analysis with qualitative content analysis to map communication structures and creative idea flow across 18 virtual teams composed of 162 participants from diverse professional backgrounds. Data were collected from 54 recorded online brainstorming sessions conducted over a period of three months. Results indicate that teams with more decentralized interaction networks and balanced participation demonstrated higher levels of creative idea generation and convergence. Findings further reveal that the quality of creative outputs is influenced not only by individual contributions but also by the connectivity and diversity of collaborative ties within the team. The study concludes that fostering inclusive and distributed patterns of interaction is key to enhancing creativity in virtual environments.  
IMMUNOMODULATION MECHANISM BY GOLD NANOPARTICLES FOR CANCER THERAPY Salma Hamdan; Bassam Al Khouri; Rami Hariri
Journal of Biomedical and Techno Nanomaterials Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jbtn.v2i2.2024

Abstract

Conventional cancer treatment is often limited by side effects and resistance to therapy. Therefore, immunotherapy research, especially those involving gold nanoparticles (AuNPs), is growing as a more effective and specific therapeutic alternative. AuNPs have the potential to modulate the body's immune response, improving the recognition and destruction of cancer cells by the immune system. This study aims to investigate the immunomodulation mechanisms triggered by AuNPs and evaluate their potential as cancer therapeutic agents by increasing immune cell activity and cytokine production. This study used cell culture to test the effects of AuNPs on the activity of T cells, macrophages, and dendritic cells as well as the production of cytokines IL-2, TNF-?, and IL-12. Gold nanoparticles were applied at various concentrations (5, 10, 20 ?g/ml) and treatment times (24, 48, 72 hours), then measured using flow cytometry and ELISA. The results showed that AuNPs increased the activity of immune cells, especially dendritic cells, macrophages, and T cells, as well as the production of cytokines IL-2, TNF-?, and IL-12. This increase in immune cell and cytokine activity is directly related to the concentration and duration of AuNPs treatment. This study shows that AuNPs can modulate the body's immune system and increase the immune response to cancer. Gold nanoparticles have the potential as immunomodulatory agents in more effective and safe cancer therapy. More research is needed to confirm these findings in animal and human models.
Crisis-Responsive Hybrid Pedagogy: Lessons from Pandemic-Era Innovations in Inclusive Education Rami Hariri; Yara Abed; Ziad Khalil
Journal Emerging Technologies in Education Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i6.2239

Abstract

Background. The COVID-19 pandemic significantly disrupted global education systems, prompting rapid shifts toward hybrid learning models and revealing critical gaps in inclusivity, accessibility, and pedagogical resilience. In response, educators and institutions innovated teaching practices to address diverse learner needs in times of crisis. Purpose. This study investigates how hybrid pedagogical strategies developed during the pandemic contributed to inclusive education and what lessons can be applied for future crisis-resilient instructional design. Method. The research employs a qualitative multiple-case study design involving educators from five inclusive schools across three countries, using semi-structured interviews, document analysis, and virtual classroom observations. Results. Findings indicate that flexible content delivery, adaptive assessment methods, and socio-emotional learning integration were key elements of successful hybrid pedagogies. Teachers reported increased use of assistive technologies, differentiated instruction, and community-based support systems to engage marginalized students. Conclusion. The study concludes that crisis-responsive pedagogy is not merely reactive but can be systematized as a framework for sustainable, inclusive practice. The results highlight the need to embed adaptive capacity, digital equity, and emotional scaffolding into future hybrid education models.
Cyberbullying and Digital Citizenship: The Effectiveness of Tech-Integrated Prevention Programs Muhamad Habib; Rami Hariri; Yara Abed
Journal Emerging Technologies in Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i1.3423

Abstract

Background. Cyberbullying has become a persistent issue in digitally mediated educational environments, posing serious risks to students’ psychological well-being, academic engagement, and social interaction. As digital technologies are increasingly embedded in learning processes, conventional punitive approaches to cyberbullying prevention are insufficient. This condition underscores the need for preventive strategies that emphasize ethical participation, responsible online behavior, and the cultivation of digital citizenship through pedagogically grounded technology integration. Purpose. This study aimed to examine the effectiveness of technology-integrated prevention programs in reducing cyberbullying behaviors while simultaneously enhancing students’ digital citizenship competencies, particularly in terms of ethical awareness, responsible online conduct, and proactive engagement in online communities. Method. A mixed-methods research design was employed, combining a quasi-experimental approach with qualitative inquiry. Quantitative data were collected through pre- and post-intervention surveys measuring levels of cyberbullying perpetration, victimization, and digital citizenship awareness. Qualitative data were obtained through semi-structured interviews, focus group discussions, and reflective digital learning activities to capture students’ perceptions, attitudes, and behavioral changes following the intervention. Results. The findings demonstrate a significant reduction in both cyberbullying perpetration and victimization after the implementation of the tech-integrated prevention program. In addition, students showed notable improvements in responsible online behavior, ethical awareness, and learning engagement. Qualitative evidence further revealed positive shifts in empathy, moral reasoning, and students’ willingness to intervene when encountering harmful online behavior. Conclusion. The study concludes that technology-integrated prevention programs are effective when digital tools are deliberately aligned with digital citizenship principles and ethical education. Integrating interactive digital learning with values-based instruction provides a sustainable and pedagogically sound approach to addressing cyberbullying in contemporary educational settings.
Co-Authors Bassam Al Khouri Muhamad Habib Najwa Syarofa Rania Khatib Salma Hamdan Salma Hamdan Yara Abed Ziad Khalil