Technology has significantly transformed knowledge, education, and access to information by introducing online learning platforms, interactive games, and virtual reality simulations in traditional classrooms, creating a dynamic, engaging, and inclusive learning environment. The ChatGBT project (a pre-developed transformer for training) is a remarkable achievement in artificial intelligence technology. It allows students tailored and efficient learning experiences by providing individual feedback and explanations. ChatGPT e-learning platform has been extensively studied for its adoption and acceptance, but there is a significant gap in research on its acceptability and use, highlighting the need for further exploration. The goal of this work is to bridge this disparity by introducing a comprehensive model that includes three basic elements: performance expectation, expected effort, and social impact. A total of 241 graduate students were surveyed and their data were analyzed using structural equation modeling techniques. The results indicate that “expectation of performance and expected effort” have the greatest impact and importance in determining students’ intentions to use learning platforms via ChatGPT, while social influence does not play an important role. This study enhances the current body of knowledge related to artificial intelligence and environmental sustainability, and provides important insights for professionals, policymakers, and producers of artificial intelligence products. These observations may provide guidance for creating and implementing artificial intelligence technologies to match consumers’ needs and preferences more effectively, while also taking into account broader environmental conditions.

The COVID-19 pandemic has led to the end of in-person classes at universities and schools and the beginning of digital advancements in higher education. Flipped learning is very different from traditional teaching methods and necessitates some shifts in the roles of the teacher and the student. The purpose of this study is to investigate the effect of using flipped learning on students' achievement and measure their attitudes towards learning through it during the Corona pandemic period. A quasi-experimental study design was adopted through the pretest and posttest measurements. Two groups were randomly assigned one to be experimental, and the other a control. The present study showed that there was no statistically significant difference between the mean of the pre-measurement and post-measurement tests of the experimental group’s motivation towards learning using the flipped learning strategy. The findings from the quantitative data revealed that flipped learning contributed to the academic success of students and their attitudes toward learning during the corona pandemic period. Hence, further studies with more extended periods are recommended to examine the effect of Flipped learning on self-directed learning and other related variables.

Educational systems worldwide have witnessed a significant shift towards technological applications, especially after COVID-19, which impacted how the learning contents are delivered in classrooms. Given the increased attention given to the numerous advantages of computer Simulations (CSs) programs, particularly in science education, this study compared the efficacy of employing a lab simulation of Newton's Second Law of Motion to teach physics in the UAE secondary school environment versus the more conventional approach (Face-to-face instruction). The study employed a quasi-experimental design that included 90 UAE 11th-grade students from two public schools in the City of Al Ain. The intervention included student engagement in the PhET interactive simulation of Newton’s second law of motion. The study employed the Test of Science-Related Attitudes (TOSRA) questionnaire to collect data before and after the intervention for the experimental and control groups. The findings demonstrated statistically significant differences between experimental and control groups in students' attitudes toward scientific inquiry, enjoyment of science lessons, and career interest in physics/science. Furthermore, results showed a significant difference in attitudes perceived in these scales, with males having a more significant effect size than female students in all three scales. The study concludes with implications and suggests recommendations for future research and practice.