Volume 26

Differences Between Teachers’ and School Principals’ Perceptions of Learning Skills Promotion in the Classroom. Prof. Nassar Tarabiy Prof. Souad Abu Rukon Nassart1@gmail.com Saburukon38@gmail.com Ministry of education Abstract   The promotion of learning skills has become a central goal of contemporary education systems, reflecting increased emphasis on learner autonomy, higher-order thinking, and lifelong learning competencies (Sermons, 2018). Although these skills are widely acknowledged as essential, teachers and school principals may differ in how they perceive their importance and implementation in classroom practice. Such differences are shaped by professional roles, organizational conditions, and individual beliefs. This quantitative study examined differences between teachers’ and school principals’ perceptions of promoting learning skills in the classroom and identified factors predicting these perceptions within the Israeli educational context. Data were collected from 350 educators (210 teachers and 140 principals) using a structured questionnaire measuring perceived importance of learning skills, perceived implementation, organizational support, self-efficacy, and perceived barriers. Data were analyzed using reliability analysis, independent-samples t-tests, analysis of variance (ANOVA), Pearson correlation analysis, and multiple regression. The findings revealed statistically significant differences between teachers and principals across all measured dimensions, with principals reporting higher perceptions of importance, implementation, and organizational support. Organizational support, self-efficacy, perceived importance, and professional role emerged as significant predictors of perceived implementation of learning skills. These findings highlight the importance of instructional leadership and supportive organizational conditions in aligning perceptions and strengthening the promotion of learning skills in classroom practice. The study extends existing research by integrating organizational and psychological predictors within a single quantitative model and by providing role-based evidence from a centralized education system, with implications for other centralized education systems worldwide. Organizational support emerged as the strongest predictor, followed by self-efficacy and professional role. Keywords: learning skills; instructional leadership; organizational support; self-efficacy; teachers’ perceptions; principals’ perceptions; centralized education system 1. Introduction   Promoting learning skills among students has become a primary educational goal in many education systems worldwide (Sermons, 2018). This global emphasis is reflected in international policy frameworks that highlight learning skills such as critical thinking, self-regulation, and adaptability as essential competencies for future-oriented education systems (OECD, 2019).  Learning skills encompass a range of cognitive, metacognitive, motivational, and social abilities that support students’ academic achievement, lifelong learning, and future success (Sanchez et al., 2022; Veletić et al., 2023). These skills are increasingly associated with personalized and competency-based educational approaches, enabling learners to manage their learning processes and pursue individual aspirations in rapidly changing social and economic contexts (ElSayary, 2024). Despite growing consensus regarding the importance of learning skills, their promotion in classroom practice remains uneven. Teachers often face structural constraints such as curriculum overload, assessment pressures, and diverse student needs, which may limit opportunities to explicitly foster learning skills during instruction. As a result, discrepancies may emerge between the perceived importance of learning skills and their actual implementation in everyday teaching practices. Teachers and school principals occupy distinct yet interconnected roles within the education system. Teachers are primarily responsible for classroom-level implementation and direct interaction with students, whereas principals operate at the organizational level, shaping school vision, instructional priorities, and professional development frameworks (Jackson, 2018). These differing professional responsibilities may lead to variations in perceptions regarding the importance, feasibility, and support for promoting learning skills. Comparative research examining teachers’ and principals’ perceptions of the same educational phenomenon remains relatively limited. While teachers’ perceptions and influencing factors have been more extensively documented, principals’ perceptions have received less empirical attention (Lin & Chen, 2024). Furthermore, the specific variables shaping these perceptions and the extent to which they differ between roles remain underexplored. In the Israeli educational context, this issue is particularly salient. Educational reforms increasingly emphasize higher-order thinking, independent learning, and adaptability, while schools operate within a centralized system characterized by accountability demands and curricular regulation. These conditions may intensify perceptual gaps between policy-level intentions and classroom-level realities, underscoring the need to examine how teachers and principals perceive the promotion of learning skills and what factors predict these perceptions. Accordingly, the present study aims to examine differences between teachers’ and school principals’ perceptions of promoting learning skills in the classroom and to identify demographic, organizational, and psychological factors predicting these perceptions. By addressing these issues within the Israeli context, this study seeks to contribute to the international literature on learning skills, instructional leadership, and educational change. 2. Theoretical Framework and Literature Review 2.1 Learning Skills: Definitions and Conceptual Perspectives Learning skills have been conceptualized in the literature as a multidimensional construct encompassing cognitive, metacognitive, motivational, and behavioral components. Recent studies emphasize the role of self-regulated learning processes in promoting learning skills, highlighting learners’ planning, monitoring, and reflection within instructional contexts (Schunk & Greene, 2018; Panadero, 2020), which enable learners to manage, regulate, and optimize their learning processes (Sermons, 2018). Early conceptualizations emphasized the cognitive aspects of learning skills, focusing on information processing, strategy use, and problem-solving abilities. More recent approaches have expanded this perspective to include metacognitive awareness, self-regulation, and motivational factors, highlighting learners’ active role in controlling their learning processes (Sanchez et al., 2022). This shift reflects broader educational paradigms that view learning as an active, self-directed process rather than passive knowledge acquisition. Contemporary research further underscores the relevance of learning skills in personalized and competency-based education systems. Veletić et al. (2023) argue that learning skills are essential for adapting instruction to individual learners’ needs, enabling flexibility and responsiveness in diverse classroom contexts. Similarly,  ElSayary (2024) emphasizes that learning skills serve as a foundation for lifelong learning, particularly in environments characterized by rapid technological and societal change. Despite variations in terminology and emphasis, there is broad agreement that learning skills are teachable competencies that can be systematically developed through intentional instructional practices. This consensus has led to increased attention to how schools and educators can effectively promote learning skills within everyday teaching and learning environments. 2.2 Promoting Learning Skills in Classroom Practice While the theoretical importance of learning skills is widely acknowledged, their translation into classroom practice presents significant challenges. Teachers play a central role in fostering learning skills … Read more

Gnostic Symbolism and Sufi Encoding from the Perspective of Modernist ReadingDr. Dahbane MofidaUniversity of Abdelhamid Mehri Constantine 2moufidadahbane@gmail.com Abstract:The encodings of foundational Sufi texts are examined and studied by multiple scientific disciplines and fields of knowledge that attempt to decipher their symbols by following various reading methodologies, including modernist (=Western) ones. Among the outcomes of their reductive and simplificationist interpretations has been the trivialization of Sufism through vulgar public dissemination, or clientelism, via the technique of functional laudatory modification for folkloric and playful attraction. As for alienation, functional defamatory wounding is also employed, through belittling and diminishing the مقام of Sufism. The disparaging reading alienates by labeling Sufi texts with descriptions such as irrationality, nihilism, passivity, inertia, and other descriptive offenses and dogmatic controls, most of which are mediating reading projections through the technique of delegating conclusions without any verification. As for the clientelist gnostic reading, although it presents itself as a defensive conception, it is more dangerous; its stance is emotional, misleading, and non-revealing, because its motives are implicit. Hostile denial may erupt with equivalent explicitness; thus, the contradiction between the two readings is only apparent, for both are functional, desire-driven readings. Considering that judgment of a thing derives from its conception, our intervention will clarify some of the truncations and interpretive abuses of modernist readings of the Sufi text. Keywords: Sufism, symbolism, inner tongue, modernist reading, spiritual ascension. Introduction:It is difficult for sensory, superficial understandings to decipher Sufi encoding, that barzakh-like construction of opposites and Khidr-like meanings; because they are led by inferential rational logic and its strict binary measures. Within this pattern fall modernist and postmodernist readings that slip across the surface of the text, deprived of passage to the interior. The modernist reception of the Sufi text is biased toward the model and practices the violence of methodological delegation, contradicting its own premises; for it neutralizes or rejects reading foundational Sufi corpora through the gnostic method, in adherence to the condition of objectivity—separate representation (neutralizing visionary affiliation)—to guarantee a scientific reading! Yet the result is interpretive and hermeneutic controls that claim cognitive empowerment and penetration into the interior. Some have indulged in excessive simplification and reduction and fell into trivialization; others have adopted the technique of obscuration, imagining that explicating and clarifying meanings and approximating significations lowers the Sufi status, because its transcendence—according to them—requires secretive veiling, although “Initiatique transmission” (initiation of secrets) is among the constants of the path’s chain to temporalize the process of Sufi succession. However, the aim of this modernist reading is not to safeguard spiritual knowledge from vulgar public dissemination, but rather “attractive clientelism” in accordance with the whim of a group trapped by the noose of obscurity and coercive authority over modern selves, who believe it to be depth they failed to grasp, especially if its possessor holds the privilege of elite status, class, and academic recognition; and on the other hand, fascination with the strangeness of concepts even if the content is neither abundant nor expressive. Since the source of wisdom is celestial, it required conveyance in a language inspired by its nature—sacred symbolism—given the capacity of heavenly wisdom for earthly encoding; for (God) brings nearer the realities of the ascensional world through symbols from the Isra’i world. Yet the “defamatory reading” of the Sufi text, for reasons foremost among them symbolic encoding—despite many sciences employing it as an instrument of creativity—removes it from the Sufi text and suddenly transforms it into a stylistic vice, expressive arrogance, and communicative elitism driven by monopolizing secrecy. It is counted among the opposites of “objectivity” as understood by moderns, which conditions scientificity upon clarity of expression and avoidance of dense allusion and rhetorical eloquence, conveying meaning through the most common and manifest words for shared comprehension. We open our intervention with the following questions: Is allusive symbolism a communicative means or a methodological and epistemic necessity? Why is Sufi encoding understood as protective dissimulation or a discursive strategy? Why do modernist readings indict Sufism with ascetic inertia and spiritual arrogance? How have clientelist emotional and desire-driven disparaging readings contributed to lowering the status of the Sufi text? 1. The Symbolic Encoding of Sufism Confounds and Silences Modernist Understandings: Symbolism is one of the instruments for conveying wisdom, and among the deepest methodological inaugurating tools for expressing the meanings of the concealed unfolded parchment and opening expanded possibilities for fertilizing the spiritual meaning of the world, since “the supra employment of speech is possible, especially when sacred languages are intended, for they are precisely susceptible to such employment because they are formed in a manner that makes them bear within themselves this symbolic character specifically.” Since the truths of revelation are entrusted to prophets to convey in their perfection and completion, whereas human infallibility is relative according to proximity to Truth, expression does not require perfection of transmission; therefore language is mediating signs that approximate and make comprehensible spirituality and transcendent wisdom, the subject of the Sufi text. In the eloquence of Mawlana Jalal al-Din Rumi, “In this path words are hollow”; they are in all cases deficient and error is not immune from human beings. The neutral objective reader receives the symbolisms of foundational and foundationalizing Sufi corpora—possessing representative antiquity and generous encoding—like a cellar of ṭawāsīn; because he is ignorant of the inner tongue in knowledge and immersed in spiritual practice (journeying and realization), thus direct entry is difficult, even mediation may mislead. Therefore he will not attain a spark of knowledge from the concealed wisdom in the authentic Sufi text, even if he acquires theoretical familiarity from commentaries of intermediaries who knew what was facilitated of its flashes at the hand of those to whom Truth made Truth known, expanding little or much of what is hidden. His reception remains tainted by short-sightedness, misunderstanding, and interpretive arbitrariness even if his intention is sincere and he possesses ample instrumental sciences. This is the state of one who approaches the foundational Sufi text sincerely seeking from some of its channels without … Read more

Long Non-coding RNA SNHG17 Exacerbates Spinal Cord Injury via the miR-381-3p/RAP1B Axis Ming Jin 1, Wentao Wu 1, Zheyong Jia 1, Hu Qin 1, Yongxin Wang 1* Corresponding author: Yongxin Wang Email: xjdwyx2000@sohu.com Mailing Address: Department of Neurosurgery, Xinjiang Medical University Affiliated First Hospital Xinyiroad 373 street， Urumqi City, Xinjiang China. AbstractObjective: Severe traumas that affect The spinal cord and the central nervous system are known as spine injuries. LongNon-Coding RNAs (lncRNAs), which act as epigenetic adjusters, have the ability to affect neuronal apoptosis after SCI, the local inflammation environment, neuropathic pain, and vascular regeneration. Therefore, the research’s first purpose is to investigate the expression mode of lncRNA SNHG17 under the condition of SCI. Thus, it also intends to confirm SNHG17’s regulatory action in apoptosis and inflammation during SCI’s progression. Hence, The mechanism-based effects of SNHG17 will be verified through further in vivo and in vitro tests. Methods: We first constructed a spinal cord injury cellular model by means of lipopolysaccharide-activated BV-2 microglial cells. We applied this method to measure the expression level of SNHG17. Additionally, A mouse brain injury model was developed to evaluate motor function using the Basso, Beattie, Bresnahan locomotor rating scale, footprint analysis, and grid-walking tests. Several functional tests were implemented in BV2 cells where SNHG17 or miR-381-3p had been modified, incorporating flow cytometry, west blot analysis, the use of the use of quantitative and the Cell Signalling Kit-8 assay. For spinal cord injury mice, adeno-associated virus was used to knock down SNHG17/RAP1B, Subsequently, histopathological evaluations were performed using haematoxylin and eosin staining, Terminal nucleotide transfers dUTP nick end labeling staining with Nissl exposure. Western blots and qualitative DNA sequencing were used for molecular studies, and behavioral tests were performed. Hence, these assessments were conducted for the purpose of clarifying the in-vivo role of SNHG17. Results: In spinal cord injury mice and BV2 cells treated with lipopolysaccharide, SNHG17 showed a very obvious upregulation. Therefore, under this situation, SNHG17 had the function to promote inflammation and apoptosis that are triggered by lipopolysaccharide. From the angle of mechanism, SNHG17 served as a competing endogenous RNA, which can sequester miR-381-3p. Thus, this action removed the inhibitory effect on RAP1B, which is the target gene of miR-381-3p. The SNHG17/miR-381-3p/RAP1B axis caused the worsening of microglial inflammation and neuronal impairment. Hence, when people carry out genetic removal of SNHG17, it can lead to the alleviation of motor deficits, the reduction of spinal cord inflammation, and the mitigation of tissue damage in spinal cord injury mice. Conclusion: The long non-coding RNA (lncRNA) SNHG17 exacerbates the effects of neurological damage, which influences the miR-381-3p/RAP1B axis. Targeted inhibition of SNHG17 represents a potential therapeutic strategy to ameliorate SCI-associated motor dysfunction and neuroinflammation. Keywords: Long non-coding RNA SNHG17; miR-381-3p/RAP1B axis; Spinal cord injury; Neuroinflammation; Apoptosis Introduction A brain injury is a dangerous illness that impairs the autonomic, voluntary, and nervous systems. Acute SCI is typically resulting from sudden outside force acting on the spine, which leads to vertebrae fracture and displacement [1, 2]. Up to 25 recorded secondary injury mechanisms have been identified following spinal cord injury (SCI), according to previous research.. Therefore, in recent period, researchers have developed various treatment methods that aim at the primary cellular and molecular pathophysiological changes in SCI. These changes include secondary injury mechanisms, the damage of broken spinal cord neuronal circuits, and the important functional losses caused by SCI [4, 5].a range of medications or techniques with neuroprotective characteristics are being developed to tackle secondary damage processes, such as factors related to inflammation and apoptosis [6, 7]. Furthermore, other research has concentrated on modifying the signaling molecules that regulate neuronal development in order to promote the regeneration of severed spinal cord tracts [8, 9]. Non-coding ribonucleic acid (ncRNA) refers to RNA molecules which do not undertake protein-coding tasks. It mainly includes long non-coding ribonucleic acid (lncRNA), micro-ribonucleic acid (miRNA), as well as other unclassified RNA types. Recent study work has pointed out that spinal cord injury (SCI) can cause changes in lncRNA gene expression levels, and lncRNAs have an extremely important functional status in SCI. However, the mechanism through which lncRNA adjusts the expression of SCI-related genes remains not clear [10, 11]. A wide number of experimental investigations have convincingly revealed that there are considerable variations in lncRNA gene expression in situations involving spinal cord injury(SCI). The exact method by which long noncoding RNAs (lncRNAs) function in spinal cord damage is yet unknown. Therefore, gaining a more deep-level understanding about the function of lncRNA in SCI will be helpful for the establishment of SCI treatment methods. A large number of research investigations have confirmed that microRNAs (miRNAs) occupy a very important status in the secondary injury processes of spinal cord injury (SCI). These processes include inflammation, angiogenesis, axonal regrowth, and glial cell development [13 – 17]. miRNAs control the expression of related proteins. They realize this goal by either raising or reducing the expression of target genes that have changes after SCI, therefore participating in the pathophysiological events of SCI . It must be stressed that the regulatory function of miRNA after SCI is complex and diversified. It involves multiple targets and signaling pathways, it is also impacted by several circumstances. Hence, future researches should make deeper exploration into the regulatory mechanisms of miRNA in SCI. This exploration will provide new concepts and methods for the treatment of SCI. At present, the research about the influence of lncRNA upon spinal cord injury is in a limited state. The aim of this work aims to examine SNHG17 levels of expression in spinal cord injury (SCI) and its regulatory function in flare and apoptosis during SCI. Additionally, the study will use in vitro and in vivo tests to confirm SNHG17’s legal operations. New molecular targets for clinical SCI treatment will be made available by further elucidation of the molecular mechanisms of SNHG74 in the development of spinal cord damage. 2 Materials and Methods 2.1 Experimental Animal Model The female C57BL/6 mice utilized in this research weighed between 25 and 30 grams. The mice were supplied by the Animal Experiment … Read more

Impact of establishing an integrated working group of medical and nursing staff in the endoscopy unit on the course, complications, and prognosis of gastrointestinal endoscopic procedures First Author (Chinese): Yao Jianhong, Female, Head Nurse, Bachelor’s Degree, Department of Gastroenterology, Shanxi Bethune Hospital, No. 99 Longcheng Street, Xiaodian District, Taiyuan City, Shanxi Province, yjh19821001@163.com/030032 Pinyin: Jianhong Yao Co-first Author (Optional): Miao Huali, Female, Associate Chief Nurse, Master’s Degree, Nursing Department, Shanxi Bethune Hospital, No. 99 Longcheng Street, Xiaodian District, Taiyuan City, Shanxi Province, 574420441@qq.com Pinyin: Huali Miao 2nd Author: Wang Na, Female, Assistant Researcher, PhD Candidate, Department of Gastroenterology, Shanxi Bethune Hospital, No. 99 Longcheng Street, Xiaodian District, Taiyuan City, Shanxi Province. Nawangsxu@163.com/030032 Pinyin: Na Wang 3rd Author: Jing Xiying, Female, Associate Chief Nurse, Bachelor’s Degree, Department of Gastroenterology, Shanxi Bethune Hospital, No. 99 Longcheng Street, Xiaodian District, Taiyuan City, Shanxi Province. 847893656@qq.com/030032 Pinyin: Xiying Jing 4th Author: Zheng Rong, Female, Head Nurse, Bachelor’s Degree, Department of Gastroenterology, Shanxi Bethune Hospital, No. 99 Longcheng Street, Xiaodian District, Taiyuan City, Shanxi Province. 2804750570@qq.com/030032 Pinyin: Rong Zheng 5th Author: Ning Yijun, Male, Head Nurse, Department of Gastroenterology, Shanxi Bethune Hospital, No. 99 Longcheng Street, Xiaodian District, Taiyuan City, Shanxi Province, nyj15034169@163.com/030032 Pinyin: Yijun Ning 6th Author: Zhu Qingjiao, Male, Nurse, Bachelor’s Degree, Department of Gastroenterology, Shanxi Bethune Hospital, No. 99 Longcheng Street, Xiaodian District, Taiyuan City, Shanxi Province, 525799921@qq.com/030032 Corresponding Author: Chai Bao, Male, Chief Physician, Department of Gastroenterology, Shanxi Bethune Hospital Department of Gastroenterology, Shanxi Bethune Hospital, No. 99 Longcheng Street, Xiaodian District, Taiyuan City, Shanxi Province, chaibaocb@126.com/030032 Pinyin: Bao Chai If supported by a grant, please specify the grant name and grant number (this will not be added after acceptance): 202403021212191 Research on the mechanism by which neck ring structure affects the colonization of enterohemorrhagic Escherichia coli through regulation of T3SS protein components. Abstracts Objective To evaluate the impact of establishing an integrated work group of endoscopy unit providers on the course of gastrointestinal endoscopic procedures, complications, and prognosis. Methods Patients who underwent gastrointestinal endoscopic surgical treatment in our hospital from January 2023 to December 2023 were recruited, and whether or not they received integrated workgroup management by endoscopy unit medical staff was used as an exposure factor to form two cohorts of routine management and workgroup management, and to compare surgical process, complications, and prognosis of different cohorts. Results A total of 128 patients who underwent gastrointestinal endoscopic surgical treatment were included, of which 61 cases were in the work group management cohort and 67 cases in the routine management cohort. Compared with the conventional management cohort, the working group management cohort had shorter operation time and gastrointestinal function recovery time (P<0.05); compared with the conventional management cohort, the working group management cohort had a lower complication rate (P<0.05); compared with the group before treatment, the scores of the Quality of Life Evaluation Scale (SF-36) of the two groups after treatment were significantly higher, and the working group management cohort’s SF-36 scores were better than those of the conventional management cohort (P<0.05). Conclusion Establishment of an integrated work group of endoscopy unit providers may speed up the process of gastrointestinal endoscopy, reduce complications and improve prognosis. Keywords Integrated working group of healthcare professionals; Gastrointestinal endoscopy; Surgical process; Complications; Introduction Minimally invasive gastrointestinal endoscopy has become an important treatment method in gastroenterology due to its simple operation, less invasive, faster recovery and fewer complications, etc. It is widely used in the treatment of gastrointestinal bleeding, stenosis, tumors, and other diseases through direct observation by gastrointestinal endoscopy to accurately determine the nature and extent of lesions1 . Gastrointestinal endoscopy is a high-risk procedure performed by professionals, and as an invasive procedure, patients are prone to stress, leading to reduced compliance with treatment2 . Conventional nursing interventions are useful in helping patients understand gastrointestinal endoscopy, including providing guidance on preparation for the examination, explaining the procedure, and informing patients of possible complications, but they are ineffective in improving patient comfort during endoscopic treatment and are difficult to alleviate through simple explanations and guidance3,4 . Healthcare integration model is an innovative medical working model, which breaks down the traditional healthcare state of clear boundaries between doctors and nurses, and closely integrates doctors, nurses and patients to form a whole working together5 . Integrated medical care model refers to the process in which doctors and nurses with certain professional knowledge and competence provide healthcare services to patients under the premise of mutual trust, democratic equality, through objective joint decision-making, open communication and coordination, and shared responsibility6 . Therefore, our hospital used the establishment of endoscopy room medical and nursing staff integration work group to intervene in patients with gastrointestinal endoscopy diagnosis and treatment, to observe the intervention situation and to conduct a study, which is now reported as follows. Data Source of cases Patients who underwent gastrointestinal endoscopic procedures at our institution from January 2023 to December 2023 were recruited to form two cohorts, routine management and work group management, using as an exposure factor whether or not they received integrated work group management by endoscopy unit medical staff. Inclusion criteria (1) endoscopic mucosal resection, endoscopic submucosal dissection, endoscopic varicose vein ligation, endoscopic injection sclerotherapy, and endoscopic retrograde cholangiopancreatography at our institution; (2) cognitively normal; (3) first-time endoscopy patients; and (4) signed informed consent. Exclusion criteria (1) those with infectious diseases; (2) those with blood disorders; (3) those with organ insufficiency; and (4) those taking sedative drugs for a long time. Removal criteria (1) patients who did not complete the follow-up visit, including those who withdrew on their own and those who missed the visit; and (2) those who could not complete all the observation items for any reason. Study Subgroups and Intervention Programs Study Subgroups Two cohorts of included patients undergoing gastrointestinal endoscopic surgical treatment were formed based on whether or not the patients were managed by an integrated workgroup of endoscopy unit providers during the perioperative period: a routine management cohort versus a workgroup management cohort. Intervention programs Routine management cohort: (1) preoperative: inform the patient of the diagnosis and treatment precautions, help the patient to complete the preoperative preparation; (2) intraoperative: pay … Read more