UOS hosts Sixth Arab Student Leadership Forum
Spanning four days, the event aimed to help the students acquire valuable leadership skills that foster creative thinking and effective decision-making. It also provided a platform for students to interact, compete, and transform ideas into independent and sustainable projects.
During the opening ceremony, His Excellency Prof. Hamid M.K. Al Naimiy, Chancellor of the University of Sharjah, expressed his gratitude to His Highness Sheikh Sultan bin Ahmed Al Qasimi, Deputy Ruler of Sharjah, and President of the University of Sharjah, for his continuous support in empowering young people and preparing them for the future. He emphasized that the forum aligns with Sheikh Sultan's vision of fostering a generation of ambitious young innovators capable of contributing to societal development and who possess modern leadership skills. Prof. Al Naimiy reaffirmed the University's commitment to strengthening its collaboration with the Association of Arab Universities and the Arab Institute for Leadership Development, underscoring the shared goal of preparing students to tackle future challenges and drive progress in the Arab world.
The University's active role in the forum was highlighted through expert-led lectures by UoS faculty and guided tours of key university facilities, including the Sharjah Academy for Astronomy, Space Sciences, and Technology, the central laboratories, and the media center at the College of Communication.
Prof. Amr Ezzat, Secretary-General of the Association of Arab Universities, expressed his appreciation to the University of Sharjah for hosting the forum. He commended the institution's efforts in fostering a culture of innovation and entrepreneurship and emphasized the importance of Arab and regional partnerships in enhancing student engagement and connectivity.
In his address to the attendees, Prof. Karim Hassan Hammam, Advisor to the Egyptian Minister of Higher Education and Director of the Arab Institute for Leadership Development extended his thanks to the University, praising it as a model institution for academic excellence and development. He emphasized that the forum, and similar programs, have a huge impact as they hone the participants' leadership skills, enhance their sense of a shared Arab identity, and empower them with the appropriate tools to pursue their aspirations.
Dr. Amina Al-Marzouqi, Vice Chancellor for Student Affairs at the University of Sharjah, described the forum as a dynamic platform for discussing the future of Arab youth. She stressed that investing in young leaders is an investment in the future, highlighting the importance of leadership, creativity, and innovation in tackling contemporary challenges. Dr. Al-Marzouqi also called for integrating entrepreneurship and leadership training into Arab university curricula through hands-on education, skill development, and institutional support.
The forum featured a wide range of lectures and workshops covering topics such as essential leadership skills for personal development, entrepreneurship in the age of Artificial Intelligence, Arab national security, the role of student clubs and societies in developing leadership skills, leadership and diplomacy, and the process of turning ideas into reality. Workshops also focused on entrepreneurship and innovation in space sciences, as well as sustainability and soft skills, bridging theory with practical application for aspiring young leaders. The entertainment program also included sports activities, cultural exhibitions showcasing traditional crafts from participating Arab countries, and a special astronomical show at the Sharjah Planetarium.
At the forum's conclusion, commemorative shields were exchanged between the Association of Arab Universities, the Arab Institute for Leadership Development, and the University of Sharjah. Participating students were honored with ceremonial sashes in recognition of their outstanding contributions to this prestigious event.
Hashtags
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Arabian Post
2 days ago
- Arabian Post
Arab AI Researchers Initiative Opens New Frontiers in Academic Innovation
Arabian Post Staff -Dubai The University of Dubai and the Artificial Intelligence Journalism for Research and Forecasting have unveiled the Arab AI Researchers initiative, marking the first pan‑Arab programme dedicated to training academics in artificial intelligence for research and teaching. The launch aligns with efforts to implement the Arab Index for Artificial Intelligence in Universities, announced in May 2024, and formalised at the 5th Artificial Intelligence Journalism World Forum in Sharjah earlier this year. President of the University of Dubai, Dr Eesa Al Bastaki, explained that AAIR responds to a growing call for universities in Arab states to embed AI into scholarly work and curricula. He noted that the programme reflects the aim of the AIU, which benchmarks integration across six domains: curriculum design, faculty capabilities, smart laboratory infrastructure, student proficiency, research output, and global partnerships. ADVERTISEMENT Dr Saeed Al Dhaheri, Director of the Centre for Futures Studies and President of the AIU, emphasised the initiative's breadth. 'AAIR offers specialised training to integrate AI across all academic tiers,' he said, underscoring the programme's ambition to reach a wide academic audience across the Arab world. That ambition gains momentum in tandem with AIJRF's global training portfolio of more than 120 courses and over 20 active AI initiatives, which includes the annual AIJWF and the GAIJI index. Under the leadership of AIJRF's CEO Dr Mohamed Abdulzaher, AAIR will offer a free, accredited training programme conducted thrice yearly. Each session will involve four days of intensive instruction—totalising 15 practical hours—for approximately 150 participants. Graduates, upon submission of a project, will receive certification jointly from AIJRF, the University of Dubai and cooperating institutions. Dr Abdulzaher emphasised the programme's dual focus: practical AI tool use in research and instruction that covers emerging pedagogical approaches such as smart classrooms, automated assignments and AI‑generated project frameworks, underpinned by ethical guidelines. Experts highlight the significance of AAIR against a backdrop of evolving demand for localised AI capacity in the region's higher education sector. Gulf News records that the Arab Index for AIU initially pioneered this area by evaluating Arab universities on their strategic integration of AI into humanities and theoretical sciences, spanning institutions from Morocco to Qatar. This quantitative benchmarking now finds practical implementation through AAIR. The initiative affords multiple strategic gains. It aims to develop an Arab‑centred community of practice in AI, offer Arabic‑language curricular resources, and foster collaborations among universities, research centres and technology providers. Policy experts suggest that by nurturing such ecosystems, the region can more accurately reflect its socio‑cultural context in AI tools and methodologies. AAIR also responds to economic and educational drivers. UAE government-backed surveys estimate the Arab educational sector will expand rapidly alongside digital acceleration, yet critical gaps remain in Arabic‑language AI content and smart infrastructure. By empowering faculty and students alike, AAIR seeks to deepen the region's AI talent pool and sustainability. Formative metrics indicate uptake: AIJRF announced an AAIR target of training 500 academics during the first phase, with enrollment details shared via LinkedIn and public briefings. Dr Abdulzaher credits the partnership between University of Dubai, AIJRF, and other institutional collaborators for enabling broad access to the programme. Still, the initiative faces challenges inherent to regional adoption. Previous AI integration efforts highlight logistical barriers—such as uneven access to AI‑equipped labs, variable levels of faculty digital literacy, and limited Arabic AI datasets. AAIR's focus on standardisation and community‑based learning aims to alleviate such bottlenecks. Industry observers are tracking AAIR's impact on research and higher education closely. Stakeholders expect ripple effects, including: greater academic publication in AI‑focused journals; the emergence of Arab‑context AI pedagogies; enhanced employability of STEM graduates with real‑world AI experience; and institutional impetus to invest in smart infrastructure. The AAIR launch also complements AIJWF's wider initiatives, including the Human Talents vs Gen‑AI Challenge introduced at the 5th edition in April at American University of Sharjah. Collectively, these initiatives contribute to a regional strategy to navigate the Fourth and Fifth Industrial Revolutions, with emphasis on generative AI and its socio‑economic consequences.
The National
3 days ago
- The National
More than a third of children spend over seven hours a day on screens, UAE study finds
More than one third of children in the UAE spend over seven hours each weekday on screens, according to new research. The findings, published as schools in the country take tougher action to restrict mobile phone use, also highlighted a link between the excessive use of electronic devices and a lack of exercise. Carried out by University of Sharjah and American University of Beirut, the research reported that 37.7 per cent of students spent more than seven hours on screens each weekday, outside of lessons. 'High screen time was associated with lower physical activity levels, as 68.8 per cent of children who exceeded seven hours of screen time did not participate in any physical activity,' the study said, referring to time outside of lessons during the school week. Based on data about mobile phone, laptop, television and tablet use submitted by parents of 300 children in the UAE aged from four to 17, the paper also found that screen time increased with age. What can parents do? The findings highlighted, the researchers said, 'the need for families to take proactive measures to limit screen time and encourage more physical activity in their children'. 'Parents should be encouraged to set clear limits on screen time and promote alternative activities, such as sports, outdoor play and family outings,' the researchers said. With more than six in 10 children eating sweets while using screens, the researchers said that 'addressing dietary habits is crucial'. The new paper is titled, 'Assessing the effect of screen time on physical activity in children based on parent-reported data: a cross-sectional study,' and is published in the Cureus Journal of Medical Science. Aine McGlue, head of secondary at the British International School Abu Dhabi, said that previous research showed that today's children were less active than young people from previous generations. 'So much of it is caused by inappropriate use of digital media,' she said. 'To expect a child to have the social and emotional maturity to detach themselves from a phone is unreasonable … Schools have to take a proactive stance.' In August, at the start of the 2024/25 academic year, BISAD, a Nord Anglia school, introduced a ban on mobile phone use by pupils during school hours. It is one of many UAE schools to have brought in such restrictions. Ms McGlue said that the policy was 'quite contentious at first', but parents were invited to coffee mornings during which the rule was explained, with the school highlighting research around the link between reduced screen time and improved mental and physical health. The rationale was also explained to pupils. 'Kids need to know that we're not implementing this as a punishment: there's research and evidence behind this to say this is in their best interests,' Ms McGlue said. 'The policy is clear: if you're seen with your phone, the phone is confiscated. If your phone is taken a second time, it's the parents' responsibility to come in and get the phone themselves.' Alternatives to screen time By, for example, installing table tennis tables, the school has given students additional things to do outside of lessons, instead of using phones, she said. 'At lunchtime, when kids might be feeling a little unsure about how they're going to use this time, they're actually out now playing football, they're out playing basketball,' Ms McGlue said. 'We've set up open mic sessions so that kids can creatively perform using their music skills. They have an audience around the things that they're doing.' Research from many other nations has highlighted the potential harms linked to excessive use of screen devices. In a study based on data from New Zealand, Dr Ladan Hashemi, of City St George's, part of the University of London, found that when families had stricter rules about using screens when children were of pre-school age, obesity rates were lower later on in childhood. Dr Hashemi told The National that excessive screen time, poor diet, lack of physical activity and poor sleep were all linked. Using screens too often can, for example, encourage unhealthy snacking, while late-night screen use can disrupt sleep. 'Families who had better regulation around the use of screen devices, their children were more likely to have better sleep, longer sleep, and they were less likely to spend time on screen devices, which means they have more time for physical activity. These are strong contributors to reducing childhood obesity,' Dr Hashemi said. She said that for school-age children, less than two hours per day on screens was widely recommended – but also that parents should set an example. 'You can't just tell children to abandon devices if you as a parent are spending too much time on screens. You need, as a parent, to set an example as a role model,' she said. Dr Hashemi said that parents may 'use screen devices as a babysitter' to occupy their children, so cutting down on screen time meant that parents should provide alternative things to do. 'If you restrict the children's screen time, you need to give them more means to spend their time – family time, activity time, school-based activities, community-based activities,' she said. The American Academy of Paediatrics recommends that for children aged two to five, non-educational screen time should be limited to about one hour per weekday and three hours per day at weekends. For children aged six and older, the academy recommends that parents 'encourage healthy habits and limit activities that include screens'. Screens should be turned off during family meals and outings, the academy suggests, and turned off and removed from bedrooms at least half an hour before lights out. In March, the UAE's first digital detox clinic for children has opened in Abu Dhabi offering a programme to address the growing problem of screen addiction in young people.
Gulf Today
4 days ago
- Gulf Today
Sultan chairs meeting on higher education strategy
His Highness Dr Sheikh Sultan Bin Mohammed Al Qasimi, Supreme Council Member and Ruler of Sharjah, chaired the second meeting of the permanent executive committee of the Sharjah Council for Higher Education and Scientific Research (SCHESR) on Tuesday morning at the University City. Sheikh Sultan welcomed the committee members and emphasised the council's role in the coming years, following his directives to correct administrative concepts, improve university governance, and implement strategic planning. The committee discussed various topics and future plans, including the council's work report, organisational structure, strategy, subcommittees, academic staff promotion and evaluation criteria, as well as research and innovation affairs. The committee also reviewed university admission conditions, the diversity of academic programmes, and main and specialised fields to ensure they meet labour market demands and students' interests. Sheikh Sultan approved the preliminary budget for the remaining period of the year, amounting to Dhs18 million, alongside endorsing the council's new logo and headquarters at the University City. He directed the committee to oversee scholarship affairs in Sharjah's higher education institutions, adopting governance frameworks and coordinating between universities and scholarship providers—governmental, semi-governmental, and private. New scholarship standards for postgraduate studies were approved, similar to those for bachelor's degrees. Sharjah students registered with the emirate and with a monthly income below Dhs50,000 will receive full scholarships, while those with higher incomes will benefit from 50% fee grants. Full scholarships will continue for groups such as children of imams and students with disabilities, funded by the Emiri Diwan. Universities and academies will offer special discounts to other categories like high achievers in academics, sports, research, and other fields. The meeting was attended by Dr Mansour Bin Nasar, Head of the Sharjah Government Legal Department and committee rapporteur; Dr. Muhadditha Al Hashemi, Chairperson of the Sharjah Private Education Authority; Professor Hamid Majoul Al Nuaimi, Chancellor of the University of Sharjah and Director of Sharjah Academy for Space Sciences and Astronomy; and Dr Mohammed Yousuf Baniyas, Adviser for Higher Education at Sharjah Private Education Authority. Separately, Sheikh Sultan issued an Emiri Decree regarding the transfer, promotion, and appointment of a Secretary-General for the SCHESR. According to the Decree, Dr Aisha Mohammed Obeid Boukhater Al Shamsi, Director of the Admissions and Registration Department at the University of Sharjah, is transferred to SCHESR, promoted to the rank of Director-General under the Special Jobs System in the Government of Sharjah, and appointed as Secretary-General of the Council. Recently, Sheikh Sultan emphasised the significant role of universities in advancing society. He highlighted the importance of the SCHESR, which was established specifically to assist universities and academies in the emirate in continuing the journey of higher education, which began in 1997 with the establishment of the University of Sharjah and the American University of Sharjah. The Council continues to provide the best sciences to its students, based on the latest educational and pedagogical curricula. Sheikh Sultan spoke about various important issues concerning universities and academic institutions. He emphasised how closely he monitors all aspects of higher education because he believes that science plays a crucial role in the lives of individuals and society as a whole. The Ruler of Sharjah pointed out that science is a double-edged sword; while it has the power to create and improve, it can also be used in harmful ways. Sheikh Sultan emphasised the importance of setting up academic institutions the right way from the very beginning. He reflected on how universities were first established in Sharjah, highlighting the need for skilled professionals to guide this process, which enables these institutions to start strong. Sheikh Sultan pointed out that each university follows a high-quality educational curriculum developed in partnership with some of the best universities worldwide. WAM
