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p-Index From 2021 - 2026
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All Journal Journal of Loomingulisus ja Innovatsioon Journal Emerging Technologies in Education
Yara Abed
Lebanese American University
Religion Computer Science & IT Environmental Science Law, Crime, Criminology & Criminal Justice Other

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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.  
Exploring the Scalability of 5G-Enabled E-Learning Platforms in Rural Areas Apriyanto Apriyanto; Ahmed Hossam; Yara Abed; Reddy Anggara
Journal Emerging Technologies in Education Vol. 2 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i4.1367

Abstract

Background. The rise of 5G technology offers the potential to revolutionize e-learning, particularly in rural areas where access to high-quality educational resources has historically been limited. Despite the promise of improved connectivity, the scalability and impact of 5G-enabled e-learning platforms in these regions remain underexplored. Purpose. This study aims to assess the feasibility and scalability of implementing 5G-enabled e-learning platforms in rural areas and to evaluate their effectiveness in enhancing educational access and outcomes.   Method. The research employs a mixed-method approach, combining quantitative analysis of internet connectivity, user engagement, and learning outcomes with qualitative interviews from educators and students. Data was collected from five rural regions across three countries where 5G infrastructure was recently introduced. The study measured improvements in e-learning adoption rates, student engagement, and academic performance over a 12-month period. Results. Results indicate that 5G-enabled e-learning platforms significantly improved both access to education and student engagement, with a 30% increase in platform adoption and a 25% improvement in student performance. Educators also reported more dynamic and interactive learning experiences. However, challenges related to infrastructure costs and digital literacy were noted, which could limit scalability in certain regions. Conclusion. In conclusion, the study demonstrates the potential of 5G technology to scale e-learning platforms in rural areas, improving educational access and outcomes. Nonetheless, addressing challenges such as infrastructure costs and digital literacy is critical for ensuring long-term scalability and success.
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 Ahmed Hossam Apriyanto Apriyanto Muhamad Habib Najwa Syarofa Rami Hariri Reddy Anggara Ziad Khalil