QScience Connect - العدد الحالي

Purpose: This investigation aims to identify the successful use of nudging theory to enhance sustainable development goals (SDGs) in Qatar, with emphasis on energy sustainability, the transformation of public policy, and effective community participation. The research examines how the findings of nudging strategies can be applied to Qatar’s policy landscape to solve sustainability issues. Design/Methods: Using an interpretivist epistemology, the study adopts a qualitative research approach with a subjectivist ontology. Semi-structured interviews were conducted with 12 participants who work in or are affiliated with government and/or academic institutions, and their interviews addressed their understanding of the theory behind nudging and the policies that incorporate it. Subsequently, thematic analysis was carried out throughout and within the different sections of the studies as we searched for patterns that relate to the objectives of this study through the MAXQDA. Findings: The findings show that the theory of nudge has a strong impact on the sustainable development policies of Qatar. Some themes are the integration of ecological nudging techniques, psychological factors in policy implementation, and the transformation of public policy systems. When asked about the key enablers for delivering nudges, the respondents identified leadership, community involvement, promotion of knowledge regarding nudging, and leveraging technology. However, the following shortcomings were reported by the respondents: lack of funds, inadequate knowledge, and resistance to change. Limitations: Several limitations surround the study, including the fact that it was qualitative research work done on a small sample frame. Research in the future may involve the use of quantitative research designs to determine the effectiveness of the nudging strategies over time. Implications: Public authorities must incorporate interventions of sustainability into policies, and exploiting nudge techniques can help them to develop efficient, cost-oriented, and culturally tailored programs. The study reveals the necessity of partnerships between the government and other agencies, the private sector, and communities to address sustainability issues.

This article is an Arabic translation of a book chapter published in English, as open access, in April 2025. Details of the original chapter and book:

Ozturk, O., Cochrane, L., Al-Hababi, R. (2025). Nurturing the Home Learning Environment: Evidence from Qatar Reads Programme. In: Zaidan, E., Tok, E., Al-Fadala, A., Cochrane, L. (eds) The Future of Education Policy in the State of Qatar. Gulf Studies, vol 21. Springer, Singapore.

https://doi.org/10.1007/978-981-97-9667-0_10

https://link.springer.com/chapter/10.1007/978-981-97-9667-0_10#citeas

تتناول هذه الدراسة مدى فعالية برنامج ،« قطر تقرأ » وهو عبارة عن برنامج عائلي، صُمم للقراءة، ونُفِّذ في سياق اجتماعي وثقافي محدد، مع التركيز على كيفية تعزيز مهارات القراءة لدى الأطفال، ودعم نموهم اللغوي والعاطفي عبر بيئات التعلّم المنزلي. كما تتناول الدراسة ، إلى جانب أنشطة القراءة التي يتضمنها البرنامج، ودور المكتبات المنزلية والأنشطة المشتركة بين الآباء والأبناء في هذه العملية. وخلصت الدراسة، بالاستناد إلى بيانات جُمعت من استبيانات وأبحاث سابقة، إلى أن برنامج « قطر تقرأ » أحدث أثراً إيجابياً ملحوظاً في النمو الشامل للأطفال. كما أبرزت النتائج أهمية المكتبات المنزلية وأنشطة القراءة المشتركة بين الوالدين والأبناء، باعتبارها مكونات محورية في دفع عجلة نمو الطفل. ورغم القيود التي أُشير إليها في هذا البحث، فإن لهذه النتائج دلالات مهمة لصنّاع السياسات، والمعلمين، والأُسَر الساعية إلى تهيئة بيئة منزلية حاضنة لنمو أبنائها على المدى الطويل.

This study examines the effectiveness of a family reading programme, Qatar Reads, implemented within a specific socio-cultural context, focusing on how to promote children's literacy, linguistic, and emotional development through home learning environments. In addition to the reading activities of the Qatar Reads programme, this study investigates the role of home libraries and parent-child activities in this process. Employing data collected through a survey, and building on prior research, the study finds that the Qatar Reads programme has a significant, positive impact on children's holistic development. Additionally, the findings highlight the importance of home libraries and parent-child reading activities, as pivotal components driving children's development. Despite the limitations mentioned in the chapter, these findings have implications for policymakers, educators, and families seeking to create a nurturing home environment for their children's long-term development.

سعينا من خلال هذا المقال التحليلي والنقدي، الذي استندنا فيه إلى مجموعة من الملاحظات، واعتمدنا على مجموعة من الدراسات، إلى التركيز على بعض النقاط التي تهم البحث والتدخل النفسيين، كما حاولنا تقديم رؤية نقدية تقويمية، يمكن استثمارها في الرفع من جودة وقيمة البحث والتدخل النفسي. فالبحث في علم النفس والعلوم الإنسانية يقوم في الأساس على التطبيقات والأساليب العلمية، دون أن يعني ذلك الاقتصار على اعتماد الأساليب والمناهج الاستقرائية دون غيرها، أو العكس، بل يقتضي الاعتماد على أساليب وخطوات استقرائية واستنباطية منظمة ومتناسقة وفقًا للمعايير والضوابط العلمية، مع ضرورة الركون إلى الاختبارات والأساليب المناسبة في معالجة المعطيات وتحليلها كميًّا و/أو كيفيًّا. يُشترَط في الدراسات والأبحاث العلمية أن تلتزم بالضوابط والخطوات التي يقتضيها كل تطبيق منهجي. كما ركزنا في هذا المقال على مجموعة من النقاط المتعلقة بصياغة الفرضيات، بهدف إثارة انتباه الباحثين إلى بعض الهفوات التي قد يسقطون فيها أثناء صياغة فرضيات البحث، مما قد يؤثر على القيمة العلمية للأبحاث التي يقومون بإنجازها، ويحد من إمكانية صمودها في وجه الانتقادات العلمية.

In this analytical and critical article, we examine and discuss a set of observations and points related to psychological research and intervention. We also attempted to provide a critical view that could be invested in raising the quality and value of psychological practices. Scientific research in psychology and humanities is based primarily on scientific applications and methods; it requires relying on organized methods and steps that are consistent with scientific standards and applications. Rather, it requires reliance on appropriate tests and methods for processing and analyzing data quantitatively and/or qualitatively. Scientific studies and research in psychology are required to adhere to a set of methodological guidelines, such as those related to the formulation and testing hypotheses. Furthermore, in this article, we tried to draw researcher's attention to some of the mistakes they may make during the formulation of research hypotheses, which may affect the scientific value and quality of their work and limit its ability to withstand scientific critique.

This study investigates Ph.D. student engagement at Hamad Bin Khalifa University (HBKU) using the Self-Determination Theory (SDT) to examine how autonomy, competence, and relatedness within SDT relate to Ph.D. students’ engagement. Employing a quantitatively dominant mixed-methods design, 49 Ph.D. students, encompassing current, graduated, and withdrawn individuals, and 15 Ph.D. supervisors across five different colleges at HBKU completed an online survey questionnaire. Additionally, qualitative data were collected through open-ended survey items, which enriched the quantitative findings by providing further insights into participants’ experiences. The findings revealed that perceived relatedness was the strongest predictor of Ph.D. students’ engagement, followed by autonomy and competence. Supervisor perspectives provided additional confirmation of these results, highlighting the critical role of autonomy, quality, and frequency of feedback, and robust social relationships in fostering Ph.D. engagement. The study’s outcomes underscore the necessity of tailored, college-specific strategies to accommodate the diverse cultural, professional, and linguistic backgrounds of Ph.D. students. The implications of these findings include recommendations for institutional interventions designed to enhance the psychological well-being, engagement levels, and overall academic success of Ph.D. students. This study advances the literature on Ph.D. student engagement by extending the application of SDT to a non-Western higher education context.