LAILA M.B. MOHEBI

PhD, Professor. Zayed University, Dubai, United Arab Emirates, Professor, College of Humanities and Social Sciences 

ORCID: https://orcid.org/0000-0003-2640-4532

ResearcherID: AAV-5433-2020

Scopus: 57221207824

E-mail: laila.mohebi@zu.ac.ae

EDUCATION

2018 – PhD in Education (Management, Leadership, and Policy), British University in Dubai

2012 – MA in Online Education Leadership and Management, Hamdan Bin Mohammed e-University

1995 – BSc in Education (English Language), UAE University

DEGREES AND TITLES

Doctor of Philosophy in Education

Professor

PROFESSIONAL ACTIVITIES

June 2024–Present time – Professor, College of Humanities and Social Sciences, Zayed University  

May 2019–June 2024 – Professor, College of Education, Zayed University

January 2017–May 2019 – Instructor, College of Education, Zayed University

July 2014–December 2016 – Project Manager, Zayed University

May 2014–July 2014 – Research Consultant, Razi Education

December 2013–April 2014 – Senior Education Associate, EduEval Educational Consultancy

December 2012–August 2013 – Director of Government Relations, GEMS Education

December 2011–December 2012 – ESL Instructor, Hamdan Bin Mohammed e-University

October 2010–December 2012 – Director of Learners Services, Hamdan Bin Mohammed e-University

January 2009–July 2010 – Licensing & Government RelationsSenior Manager, GEMS Education

July 2008–January 2009 – Manager of Centre of Excellence in Business and Quality Management, e-TQM College

August 2007–June 2008 – Private Schools Senior Manager, Knowledge and Human Development Authority (KHDA)

September 2006–August 2007 – Head of Private Schools Section, Dubai Educational Zone – Ministry of Education

September 2005–September 2006 – Personnel in Charge of Teachers’ Affair, Dubai Educational Zone – Private Schools Section – Ministry of Education

September 1995–August 2005 – Teacher of English, Dubai Educational Zone – Ministry of Education

SCIENTIFIC AND ORGANIZATIONAL WORK

Community work, participation in scientific communities

2024–Present time – Collaborator with Edubridges. Contribute to content development through blog writing, assist in research endeavors, course and training development, and provide consultancy services

2024–Present time  – External Reviewer for the National Qualifications Center (NQC) in the Ministry of Education (MOE). Evaluate and ensure the quality and standards of educational programs across the UAE, contributing to the national educational framework's enhancement

2020–2023 – Mentor for Al Jalila Foundation’s Ta’alouf Teachers’ Training Program. Guided and supported teachers in professional development programs focused on inclusive education

2015 – TAKREER Program – Development of Emirati Youths in English Language and Leadership Skills. Developed and implemented English language and leadership training for Emirati youths

2014–2017 – ADNOC Program – Development of Emirati Youths in English Language and Leadership Skills. Designed and led English language and leadership training programs for Emirati youths under ADNOC sponsorship

3 months, 2014 – My Identity Project, jointly with Razi Education for Abu Dhabi Education Council (ADEC). Collaborated on a project to strengthen national identity among students in Abu Dhabi

5 months, 2014 – Development of a Unified National Learning Standards Framework for UAE, EduEval Educational Consultancy, jointly with the American Institute for Research for the Ministry of Education UAE. Co-led the development of a unified learning standards framework to standardize educational outcomes across the UAE

3 months, 2013 – K-6 Curriculum Development Project – British University in Dubai. Participated in a curriculum development project for K-6 education, focusing on innovative teaching methods and standards

CURRENT AREAS OF SCIENTIFIC INTERESTS

Teacher Education, Field Experience, TPACK, Educational Leadership, Inclusive Education, AI in Education

RECEIVED GRANTS

SIGNIFICANT PUBLICATIONS OF RECENT YEARS

Articles

Exploring the Factors Affecting Career Choices of Undergraduate Emirati Students. SAGE Open, 2024, vol. 14, no. 4. https://doi.org/10.1177/21582440241295814 (in co-authorship)

Effectiveness of Field Experience Program in the United Arab Emirates (UAE): A Mixed-Methods Study of Stakeholders’ Perceptions in the Light of Vision 2030. International Journal of Learning, Teaching and Educational Research, 2024, vol. 23, no. 10, pp. 339-363. https://doi.org/10.26803/ijlter.23.10.1 (in co-authorship)

Fostering Preservice Teachers’ Socio-Emotional, Technological, and Metacognitive Knowledge (STM-K) Using E-Portfolios. Education and Information Technologies, 2024, pp. 1-28. https://doi.org/10.1007/s10639-024-12894-7 (in co-authorship)

The Effectiveness of an Online Training Module for Pre-Service and In-Service Teachers: A Case Study. Journal of Educators Online, 2024, vol. 21, no. 3. https://doi.org/10.9743/JEO.2024.21.3.13 (in co-authorship)

Empowering Learners with ChatGPT: Insights from a Systematic Literature Exploration. Discover Education, 2024, vol. 3, no. 6. https://doi.org/10.1007/s44217-024-00120-y (in co-authorship)

Pre-Service Teachers’ Impressions and Experiences of Virtual Practicum Teaching in the United Arab Emirates. Journal of Studies in Education, 2024, vol. 14. no. 2, pp. 19-35.  https://doi.org/10.5296/jse.v14i2.21732 (in co-authorship)

Illegitimate tasks, Negative affectivity, and Organizational Citizenship Behavior among Private School Teachers: A Mediated-Moderated Model. Sustainability, 2024, vol. 16, no. 2, pp. 733. https://doi.org/10.3390/su16020733 (in co-authorship)

Investigating the Effective Use of Virtual Communication to an Online Professional Development Program Through the Lens of Teachers’ Attitudes. Turkish Online Journal of Distance Education, 2024, vol. 25, no. 1, pp. 78-94. https://dergipark.org.tr/en/pub/tojde/issue/81738/1228480 (in co-authorship)

An evaluation of Online Training Effectiveness and Pre-Service and In-Service Teacher Satisfaction: A Case Study from Nigeria. Journal of Digital Learning and Education, 2023, vol.  3, no. 3, pp. 195-209. https://doi.org/10.52562/jdle.v3i3.804 (in co-authorship)

Prepared to Teach Using Technology, but Not Prepared to Teach Online: A Case of Early Childhood Pre-service Teachers in the United Arab Emirates. Journal of Studies in Education, 2023, vol. 13, no. 4. https://doi.org/10.5296/jse.v13i4.21412 (in co-authorship)

Realigning Online Teacher Training Modules to Covid-19: An Evaluation of the Online Training Module Among Pre-Service and In-Service Teachers in Pakistan. Journal of Education and e-Learning Research, 2023, vol. 10, no. 4, pp. 702-710. https://doi.org/10.20448/jeelr.v10i4.5092 (in co-authorship)

Triumphs and Tribulations of Teaching Practicum Experiences: Reflections from Preservice Teachers in UAE. Encyclopaideia, 2023, vol. 27, no. 66, pp. 1-11. https://doi.org/10.6092/issn.1825-8670/15947

A Mutually Enriching Inclusive Education Teacher Professional Development Program: Mentors’ and Mentees’ Reflections. International Journal of Evidence Based Coaching and Mentoring, 2023, vol. 21, no. 2, pp. 51-62. https://doi.org/10.24384/fv45-1467 (in co-authorship)

Transformational Leadership Qualities of Teacher Candidates in Classrooms: A Study from UAE. Journal of Studies in Education, 2023, vol. 13, no. 3. https://doi.org/10.5296/jse.v13i3.21009 (in co-authorship)

An Application and Extension of the UTAUT Model: Factors Influencing Behavioural Intention to Utilize Mobile Learning in UAE Higher Education. Journal of Interactive Learning Research (JILR), 2023, vol. 34, no. 1, pp. 153-180. https://www.learntechlib.org/primary/p/221534/ (in co-authorship)

The Development of Pre-service Teachers’ Metacognitive Knowledge and Self-regulation in Online Learning. Journal of Educators Online, 2023, vol. 20, no. 3. https://doi.org/10.9743/JEO.2023.20.3.11 (in co-authorship)

Students’ Online Engagement and Usage of Discussion Boards on BlackBoard©: A Study from the UAE. Journal of Educators Online, 2023, vol. 20, no. 3. https://doi.org/10.9743/JEO.2023.20.3.6

Examining Factors Determining the Behavioural Intention to Use Mobile Learning Systems in Higher Education: An Integrative Framework during the Covid-19 Pandemic. Journal of Educators Online, 2023, vol. 20, no. 1. https://doi.org/10.9743/JEO.2023.20.1.12 (in co-authorship)

Exploration of In-Service Teachers’ Preparedness and Perceived Challenges about Inclusive Education in the United Arab Emirates. Journal of Educational and Social Research, 2023, vol. 13, no. 1, pp. 22-31. https://doi.org/10.36941/jesr-2023-0003 (in co-authorship)

Teacher Candidates’ Perception of Their First Week School Placement: Comparison Between Online and Face-To-Face Practicum Learnings and Challenges, Perspektivy nauki i obrazovaniya = Perspectives of Science and Education, 2023, no. 6 (60), pp. 598-611. https://doi.org/10.32744/pse.2022.6.36 (in co-authorship)

Evaluating Pre-service Teachers Performance in a Blended Field Experience Course During the Quarantine of COVID-19. Journal of Educators Online, 2022, vol. 19, no. 3, pp. 1-10. https://doi.org/10.9743/JEO.2022.19.3.11 (in co-authorship)

Meta-Analysis of Research in Childhood Education Program in the United Arab Emirates. International Journal of Science Academic Research, 2022, vol. 3, no. 8, pp. 4231-4240. https://scienceijsar.com/article/meta-analysis-research-childhood-education-program-united-arab-emirates (in co-authorship)

Academic Advising Policy and Procedure in a Selective Federal University in the United Arab Emirates (UAE). International Journal of Learning, Teaching and Educational Research, 2022. vol.  21, no. 7, pp. 197-218. https://doi.org/10.26803/ijlter.21.7.11 (in co-authorship)

Meditating a New Pedagogical Approach in Early Childhood Education Post COVID-19 in the United Arab Emirates. Journal of Positive School Psychology, 2022, vol. 6, no. 5, pp. 6164-6173. https://journalppw.com/index.php/jpsp/article/view/8051 (in co-authorship)

The Impact of the Relationship of Social/Emotional, Cognitive, and Behavioral Engagements on Developing Preservice Teachers’ Digital Competencies // Journal of Information Technology Education: Research. 2022. Vol.  21. P. 269-295. https://doi.org/10.28945/4982 (in co-authorship)

Theoretical Models of Integration of Interactive Learning Technologies into Teaching: A Systematic Literature Review. International Journal of Learning, Teaching and Educational Research, 2021, vol. 20, no. 12, pp. 232-254. https://doi.org/10.26803/ijlter.20.12.14

The Systematic Implementation of an Innovative Postgraduate Online Learning Model in the Middle East. International Journal of Learning. Teaching and Educational Research, 2021, vol. 20, no. 8, pp. 139-159. https://doi.org/10.26803/ijlter.20.8.9 (in co-authorship)

Trainee Teachers’ Perceptions of Online Teaching During Field Experience with Young Children. Early Childhood Education Journal, 2021, vol. 49. https://doi.org/10.1007/s10643-021-01235-9 (in co-authorship)

Exploring Bem’s Self Perception Theory in Educational Context. Encyclopaideia, 2020. vol. 24, no. 58, pp. 1–10. https://doi.org/10.6092/issn.1825-8670/9891 (in co-authorship)

Books

Examining the Impact of a Professional Development Program in Preparing Teachers for Inclusive Education. Sustainable Perspectives in Business, Economics, Finance and Education: Theoretical and Empirical Approaches. Peter Lang Publishing. Volume 2, 2025. (in co-authorship)

Exploring the Dual Facets of Online Teacher Training in Ghana: Benefits, Challenges, and Implications for Future Development. Sustainable Perspectives in Business, Economics, Finance and Education: Theoretical and Empirical Approaches. Peter Lang Publishing. Volume 2, 2025. (in co-authorship)

Effects of Social Media Usage with Academic Performance of University Students: A Comparative Study of UAE and Pakistan. Sustainable Perspectives in Business, Economics, Finance and Education: Theoretical and Empirical Approaches: Peter Lang Publishing. Volume 2, 2025. (in co-authorship)

Equipped for Technology-Enhanced Teaching, Yet Unprepared for Online Education: Nurturing the Sustainable Development of Student Learning. Interdisciplinary Approaches for Educators' and Learners’ Well-being: Springer, Cham, 2024. https://doi.org/10.1007/978-3-031-65215-8_10 (in co-authorship)

A Study of Transformational Leadership Qualities in Pre-Service Teachers in UAE Classrooms. International Perspectives on Educational Administration using Educational Inquiry (1st ed.): Taylor & Francis, 2024. https://doi.org/10.4324/9781032621296-14 (in co-authorship)

Discussion Paper on the Power of Universities as Learning Organizations in Achieving Education for Sustainable Development Competencies. Social and Economic Studies within the Framework of Emerging Global Developments: Peter Lang Publishing. Volume 5, 2024. P. 145-156.  https://www.scopus.com/record/display.uri?eid=2-s2.0-85192740374&origin=resultslist (in co-authorship)

Adoption of E-Learning in Pakistani Schools: Learners’ Viewpoints. Social and Economic Studies within the Framework of Emerging Global Developments: Peter Lang Publishing. Volume 5, 2024, pp. 119-131. https://www.scopus.com/record/display.uri?eid=2-s2.0-85192715297&origin=resultslist (in co-authorship)

Pre-Service and In-Service Teachers’ Perceptions of and Satisfaction with Online Training Modules: A Case Study from Kenya. Social and Economic Studies within the Framework of Emerging Global Developments: Peter Lang Publishing. Volume 5, 2024, pp. 133-144.  https://www.scopus.com/record/display.uri?eid=2-s2.0-85192716563&origin=resultslist (in co-authorship)

Technology-Based Teaching. In Digital Learning: Trends and Challenges in Education. Eureka Publications, 2024, pp. 42-61.  ISBN: 978-81-19567-31-7. (in co-authorship)

Teacher Training in Inclusive Education: Project Collaboration Between Al Jalila Foundation—Ta’alouf Program and Zayed University. English Language and General Studies Education in the United Arab Emirates: Springer Nature Singapore Pte Ltd, Singapore, 2022, pp. 445-465. https://doi.org/10.1007/978-981-16-8888-1_28 (in co-authorship)