Implementation of a High School Equivalency Policy in an Active Learning Environment: A Case Study of US-Curriculum School in the United Arab Emirates

Abstract

A new High School Equivalency (HSE) policy was developed in the United Arab Emirates (UAE) in response to a shift toward a knowledge-based economy and a transformation toward STEM education. The purpose of this study is to explore and understand the stakeholders' perceptions and experiences in implementing the new HSE policy in a school that follows a US curriculum in the UAE. The study was conducted before the COVID-19 lockdown. The phenomenological approach was used to shed light on the implementation of the HSE policy in an active learning environment and the challenges facing the school's stakeholders. The study results reveal the challenges that stakeholders face in implementing the HSE policy and their experiences in offering students the courses they need. All stakeholders agreed that the transformation toward STEM education requires proper implementation of the high school equivalency policy in an active learning environment that help in developing students' twenty-first-century skills and prepare them to meet the job market needs.

Citation

Abdul Hadi, L. and Elsayary, A. (2023), "Implementation of a High School Equivalency Policy in an Active Learning Environment: A Case Study of US-Curriculum School in the United Arab Emirates", Lytras, M.D. (Ed.) Active and Transformative Learning in STEAM Disciplines (Emerald Studies in Active and Transformative Learning in Higher Education), Emerald Publishing Limited, Leeds, pp. 259-279. https://doi.org/10.1108/978-1-83753-618-420231013