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The integration of technological tools and applications in the classroom has become an essential component of education reform. In these circumstances, professors in higher education institutions are encouraged to develop their digital literacy and adopt relevant technologies for their own professional development and, crucially, to engage effectively with the digital generation of students.
Implementing technology in the STEM fields has proved effective both for instructors’ teaching and students’ learning. As well as improving instructors' attitude and confidence (Sorensen, Twidle, Childs, & Godwin, 2007), using technology enhances creative reflection on scientific concepts (Baytiyeh & Naja, 2017; Jang, 2009; La Velle, McFarlane, & Brawn, 2003; Rodrigues, Marks, & Steel, 2003). From the student’s perspective, the use of technology promotes constructive reasoning in scientific investigations and helps to connect learning to practical work (Baytiyeh, 2017; McFarlane & Sakellariou, 2002).
Researchers in Europe and the US have urged higher education institutions to provide academics with the necessary training and support to integrate technology into their daily teaching practices and to understand the relationship between technology, pedagogy and subject matter content(Ebert-May et al., 2011; Rienties et al., 2012; Stes et al., 2012).
In the Middle East, initiatives to adopt technology in teaching and learning in higher education institutions remain tentative, and few universities have adopted electronic learning (e-learning). Among the barriers to e-learning in the region, it is commonly assumed that Internet penetration is low, with poor quality connectivity, and there is a fear that Web content will promote immoral values among young people (Al-Kahtani, Ryan, & Jefferson, 2006; Mirza, 1998). Additionally, governments’ failure to specify quality standards for blended and online programs has led to a loss of credibility in relation to such degrees. The consequent lack of recognition of e-learning has discouraged academic institutions from offering blended and online programs (Dirani & Yoon, 2009).
As one example, the American University of Beirut (AUB), Lebanese American University and American University in Cairo (AUC) launched a joint professional postgraduate diploma in green technologies in the spring of 2015. The program offered three specializations: renewable energies, green buildings and water resources (Baytiyeh, 2018). The ultimate goal was to offer this program in countries and universities across the region, so enabling engineering and architecture professionals to enhance or complement their technical and decision-making skills in relation to green technologies. Although the program has proved successful, it is still regarded only as a professional diploma recognized by the Middle States Commission on Higher Education in the United States and remains unaccredited by any of the higher education bodies in the hosting countries.