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All Journal Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Britain International of Humanities and Social Sciences (BIoHS) Journal
Abdelbasit Gadour
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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 1 
Parents’ Perspectives of Children’s Emotional and Behavioural Difficulties Abdelbasit Gadour
Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial Vol 1 No 1 (2011): Konfrontasi, January
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/konfrontasi2.v1i1.261

Abstract

There has been widespread concern about children’s emotional and behavioural difficulties (EBD) within mainstream schools in Libya. Parents’ accounts of children experiencing EBD are underrepresented in the literature, effectively giving prominence to the views and interpretations of professionals. This qualitative study used semi-structured interviews with 30 parents representing two different Libyan educational authority; this was with the intention of exploring children’s EBD and the contributing factors. Although the results echoed the generally accepted tropes, parents were not often ready to accept that their children have EBD, nor willing to attribute children’s EBD to solely individual or psychological inner conflicts. Instead, they referred children’s difficulties to a wider context in which schools and teachers contribute significantly. They maintained that mainstream schools in Libya failed to address children’s specific learning needs, reflecting deficiencies within the school system. In addition, traditional factors were found to obstruct parents from making practical contributions to children’s education, thus creating more tension and conflicts between home and school rather than solving those which already exist. The implications of this study on the attributions of EBD underline the role and responsibility of teachers leading to EBD and consequently preparing the ground for exclusion.
The dilemma of indigenous researchers: A review to qualitative and quantitative research methods with reference to children with special educational needs Abdelbasit Gadour; Samia Amniana
Britain International of Humanities and Social Sciences (BIoHS) Journal Vol 1 No 1 (2014): Britain International of Humanities and Social Sciences, June
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biohs.v1i1.1114

Abstract

There is a growing concern among indigenous researchers with the reliability of the methods used to get insights into the phenomena of concern. This study explores the techniques/methods used to collect information on children’s special educational needs within Libyan mainstream schools. This is with the aim to underline the advantages and disadvantages of each method used within unfamiliar context to where they initially created. Moreover issues relating to validity and reliability, sampling and generalisability are considered here and attention is drawn to the sample and population selected.
An Investigation Into Students’ Approaches To Learning in Higher Education Abdelbasit Gadour; Samia Amniana
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 1 (2013): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i2.7965

Abstract

This study explored students’ approaches to learning in higher education with the aim of identifying the strategies and study skills that students believe lead to effective learning. A qualitative method, in the form of semi-structured interviews, was used with ten students from Newcastle University, five of whom were postgraduates. The study revealed a strong relationship between students’ approaches to learning and the study skills they use. Additionally, the study indicated that mature students (postgraduates) tend to have a more effective approach to learning than younger students (undergraduates). The implications of this study highlight the importance of having organised strategies for effective learning in higher education and achieving positive outcomes.
Integrating Sustainable Development Goals in Higher Education: A Qualitative Case Study on Institutional Practices and Transformative Learning Abdelbasit Gadour
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 2, No 2 (2013): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v2i2.8185

Abstract

This study explores how higher education institutions integrate SDGs into their academic and institutional practices using a qualitative case study approach. Data were collected through semi-structured interviews with educators, students, and administrators, complemented by document analysis of institutional sustainability policies and academic programs. The findings reveal that although many universities demonstrate formal commitments to sustainability through strategic plans and policy frameworks, practical implementation remains limited due to several challenges, including insufficient faculty training, institutional resistance to interdisciplinary collaboration, and limited resources. The study concludes that effective SDG integration requires stronger institutional support, interdisciplinary collaboration, and the adoption of human-centered educational models. By fostering transformative learning environments, universities can play a more active role in empowering students as agents of sustainable development.
Integrating Sustainable Development Goals in Higher Education: A Qualitative Case Study on Institutional Practices and Transformative Learning Abdelbasit Gadour
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 1, No 2 (2012): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v1i2.8178

Abstract

This study explores how higher education institutions integrate SDGs into their academic and institutional practices using a qualitative case study approach. Data were collected through semi-structured interviews with educators, students, and administrators, complemented by document analysis of institutional sustainability policies and academic programs. The findings reveal that although many universities demonstrate formal commitments to sustainability through strategic plans and policy frameworks, practical implementation remains limited due to several challenges, including insufficient faculty training, institutional resistance to interdisciplinary collaboration, and limited resources. The study concludes that effective SDG integration requires stronger institutional support, interdisciplinary collaboration, and the adoption of human-centered educational models. By fostering transformative learning environments, universities can play a more active role in empowering students as agents of sustainable development.
Co-Authors Samia Amniana