Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Multidisciplinary Sustainability Asean Journal Emerging Technologies in Education
Ziad Khalil
University of Saint Joseph
Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Other

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Decoupling Economic Growth from Ecological Impact: A Socio-Ecological Modeling of Small-Scale Fisheries in the Post-Pandemic Era Anna Dara; Lucas Wong; Ava Lee; Ziad Khalil
Journal of Multidisciplinary Sustainability Asean Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijmsa.v3i2.3790

Abstract

Background Small-scale fisheries are vital for coastal communities but face increasing challenges from overfishing, degradation, and economic instability, all of which were exacerbated by the COVID-19 pandemic. Purpose This research aims to decouple economic growth from ecological impact in small-scale fisheries by creating a socio-ecological model that integrates both economic and ecological variables for sustainable management. Method The study employs a mixed-methods approach, combining socio-economic surveys, interviews with key stakeholders, and ecological data collection to build the integrated framework. Results Regions adopting sustainable practices demonstrated resilience in both ecological and economic recovery post-pandemic, while regions relying on unsustainable practices continued to face decline. Conclusion Long-term sustainability requires a balanced approach that combines financial incentives, sustainable practices, community engagement, and integrated policies supporting both economic recovery and environmental conservation.
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.
Co-Authors Anna Dara Ava Lee Lucas Wong Rami Hariri Yara Abed