Although the Sultanate of Oman has a relatively low prevalence of MS (15 cases per 100,000 people) compared to other Gulf countries, understanding the psychological, cognitive, and social burdens linked to the disease in the local context is of critical importance, especially given the increasing worldwide awareness of its impact on cognition and mental health. The disease affects vital cognitive functions in a patient’s life, such as attention, memory, and processing speed, which negatively impact their independence and quality of life. 

From this standpoint, Prof. Samir Al-Adawi, from the Department of Behavioural Medicine at the College of Medicine and Health Sciences, led a research team on a multi-centre study involving clinically stable MS patients at Khawlah Hospital and Sultan Qaboos University Hospital – two of the leading neurology centres in the Sultanate of Oman. 

A University of Oregon researcher has now found using a phone to document live events can lead to social penalties, even affecting relationships between friends.

Evaluating education quality across countries is complex and often inconsistent. A recent study introduces the Global Education Quality Index (GEQI), developed to offer a comprehensive and comparative tool for assessing education worldwide. Drawing on data from 62 countries between 2009 and 2018, the study uses an input-process-outcome framework to analyze basic, school, and postsecondary education. By highlighting regional differences and systemic strengths, the GEQI offers new insights into improving global education systems.

Can rating be more than a warm-up activity in classroom assessments? A new Hong Kong study reveals that the accuracy with which students rate their own and their peers’ writing significantly shapes the quality of feedback, the depth of revision, and ultimately the improvement of their writing performance. The research challenges the common perception and instead shows its essential role in driving meaningful learning outcomes.

While the classroom has long been described as the “black box” of education, classroom analysis aims to reveal what truly happens inside it. A new study led by East China Normal University identifies ten key questions at the frontiers of classroom analysis, offering a guideline for future research and practice. This study suggests that defining guiding values, constructing high-quality analytical frameworks, leveraging multimodal data, and ensuring ethical standards are essential to advance classroom research globally.