This study explores the intricate relationships among Critical Thinking Skills, IT-Based Learning Innovation, Students' Mastery of Materials, and Academic Achievement in the context of education. The study employed a quantitative research approach to investigate the relationships. The hypotheses examined reveal significant findings. Firstly, IT-Based Learning Innovation positively impacts both Students' Mastery of Materials and Academic Achievement, emphasizing the pivotal role of technology in modern education. Secondly, Critical Thinking Skills influenced Students' Mastery of Materials and Academic Achievement, underscoring the importance of fostering these skills in students. Additionally, Students' Mastery of Materials was identified as a crucial factor positively affecting Academic Achievement. Moreover, the study confirmed that Students' Mastery of Materials mediates the relationship between IT-Based Learning Innovation and Academic Achievement, highlighting the indirect impact of innovative IT-based learning methods on Academic Achievement through enhanced material mastery. However, in contrast, Students' Mastery of Materials was not found to mediate the relationship between Critical Thinking Skills and Academic Achievement, suggesting a potential direct link between these factors. Theoretical implications encompass enriching educational theory by emphasizing the significance of Critical Thinking Skills and the multifaceted nature of academic achievement. Practical implications include curriculum revisions, pedagogical approaches, and assessment strategies that promote critical thinking and effective technology integration. Bridging the digital equity gap is crucial, and future research should explore intervention strategies and international comparisons to inform evidence-based educational practices. Overall, this study contributes to a comprehensive understanding of the complex dynamics in education, offering insights for both researchers and educators.

The present research endeavor delves into the profound effects of gamified assistive applications on the levels of user engagement, motivation, and academic attainment within the population of students grappling with learning disabilities in the esteemed nation of Jordan. The study involved individuals who actively interacted with a gamified assistive application that was specifically developed to offer tailored educational opportunities and enhance their scholarly advancement. The analysis of descriptive statistics unveiled a noteworthy degree of app engagement, signifying the app's proficiency in captivating and maintaining students' focus. The utilization of paired-samples t-tests revealed noteworthy enhancements in both intrinsic and extrinsic motivation subsequent to the utilization of the application, thereby underscoring the favorable impact of gamified components on student motivation. Furthermore, a notable enhancement in scholastic attainment was noted, underscoring the application's influence on augmenting students' educational results. The findings of the correlational analysis unveiled a noteworthy association between the utilization of mobile applications, the presence of intrinsic motivation, and the attainment of academic success. This implies that heightened levels of engagement and motivation are linked to enhanced academic performance. The results of this study highlight the considerable promise of gamified assistive applications in fostering motivation and providing support to students who face challenges associated with learning disabilities. The incorporation of gamification into educational technologies presents educators with a promising strategy to cultivate active participation and elevate scholarly accomplishments within this demographic, ultimately advancing inclusivity and fostering educational triumph.

Identifying factors that contribute to academic achievement is important. Some studies suggest a direct correlation between emotional intelligence, self-esteem and academic achievement, but others disagree about any direct relationship. This study investigates the relationship between emotional intelligence, self-esteem and academic achievement. The sample consists of 300 university students who were selected through random sampling. Bar-on emotional Intelligence questionnaire and self-esteem test pop as well as the mean scores of students were used as academic achievement. To analyze research data, descriptive and inferential statistics were used. The results of data analysis show that emotional intelligence and self-esteem had no significant relationship with achievement. The findings also show that emotional intelligence was not different between male and female students, but the self-esteem of female students was more than male students. Therefore in considering effective factors in academic achievement just psychological constructs such as emotional intelligence, self- esteem cannot be stressed.