Abdulghani Muthanna

• Muthanna, Abdulghani & Al-Kadi, Abdu (2026). A Four-Step Constructive Alignment Model for Effective Course Design. Journal of Science of Learning and Innovations (JSLI). ISSN 2949-7728. 2 (2025)(2), p. 145–156. doi: https:/brill.com/view/journals/jsli/2/2/article-p145_4.xml. Full text in Research Archive Show summary

  This article proposes a four-step model for a constructive course alignment. Besides clarifying the messy concepts of learning objectives (los) and learning outcomes, the article also highlights the necessity to initially start with formulating los. The article also reports on the importance of integrating smart criteria and Bloom’s Taxonomy to guide an appropriate formulation of los and learning outcomes, the development of instructional content and activities, and the use of assessment formats. The constructive alignment of these four steps supports meaningful student learning. Our four-step model can be adaptable across disciplines and educational contexts. It offers colleagues an easy-to-use and flexible tool for designing inclusive, outcome-driven courses.

• Ghundol, Bakil & Muthanna, Abdulghani (2026). International Student Mobility and Study Choice: A Two-Stage Migration Pattern. Social Sciences. 15(2). doi: 10.3390/socsci15020106. Full text in Research Archive Show summary

  This study aims to explore the main factors for Yemeni international students’ choice and motivation for selecting China as their study destination. We employed a qualitative case study approach, and conducted twenty-five semi-structured, in-depth interviews with Yemeni international students. The analyses provide new insights into the dynamics behind selecting China as the students’ study destination. Further, the analyses contribute to the identification of a two-stage migration pattern that highlights China as a stepping land, and then toward the global north. These new insights call for rethinking of the traditional push–pull models that have positive and negative effect on the well-being of international students, suggesting new approaches toward the understanding of the evolving dynamics of international student mobility.

• Muthanna, Abdulghani & Khine, Myint Swe (2026). Importance of self-reflection for furthering pedagogical competence growth in higher education. In Muthanna, Abdulghani; Tandberg, Håkon Naasen & Khine, Myint Swe (Ed.), Pedagogical Competence Development in Higher Education Volume 2: Navigating Reflective Practices and Transformative Pedagogies. Routledge. ISSN 9781041153979. p. 73–81. doi: 10.4324/9781003679233. Full text in Research Archive Show summary

  This chapter aims to advance the understanding of pedagogical competence by focusing on self-reflection as a core strategy for its growth. Drawing on personal experiences, theoretical frameworks, and critical insights, we illustrate how educators can leverage reflective practices to achieve sustained professional development. Our discussion contributes to the broader discourse on teaching excellence in higher education by emphasizing the need for a reflective mindset as an essential element of pedagogical maturity. Through these narratives, we invite readers to consider how their own teaching journeys can benefit from intentional and structured self-reflection.

• Muthanna, Abdulghani; Tandberg, Håkon Naasen & Khine, Myint Swe (2026). Reflective practices and transformative pedagogies for professional growth in higher education. In Muthanna, Abdulghani; Tandberg, Håkon Naasen & Khine, Myint Swe (Ed.), Pedagogical Competence Development in Higher Education Volume 2: Navigating Reflective Practices and Transformative Pedagogies. Routledge. ISSN 9781041153979. doi: 10.4324/9781003679233. Full text in Research Archive Show summary

  This chapter defines the concepts of ‘reflective practices’ and ‘transformative pedagogies’ and their different variants. The chapter highlights that reflective practices not only contribute to the enhancement of pedagogical competence but also cultivate a culture of continuous improvement and professional development in higher education. Further, it underscores that transformative pedagogies aim not merely to impart knowledge but to instigate substantial transformational shifts in students’ perceptions and interactions with their human and non-human surroundings, ultimately nurturing active citizenship and lifelong learning. Moreover, in the chapter we have organized the book into two thematic sections. The first thematic section focuses on self-reflection, narrative inquiry, and experiential learning as vehicles for cultivating pedagogical competence. It also reveals how professional identity evolves through emotional awareness, classroom engagement, and cyclical self-assessment — forming the reflective heart of higher education teaching. The second thematic section advances a forward-looking vision of higher education pedagogy, highlighting collaboration, co-creation, and critical dialogue as cornerstones of professional competence renewal.

• Muthanna, Abdulghani & Ghundol, Bakil (2026). A model for establishing a university pedagogy program in a conflict-affected context. In Muthanna, Abdulghani; Tandberg, Håkon Naasen & Khine, Myint Swe (Ed.), Pedagogical Competence Development in Higher Education Volume 1: Exploring Foundations and Dimensions of Pedagogical Practices. Routledge. ISSN 9781041153887. p. 141–154. doi: 10.4324/9781003679196. Full text in Research Archive Show summary

  Due to the absence of a university pedagogy training program in the Yemeni higher education, this chapter proposes the establishment of a new educational policy focusing on formulating national guidelines concerning the university pedagogy training programs. The chapter details on the theoretical framework of pedagogical competence development components, followed by an exemplary model of the university pedagogy program from Norway, and the challenges in adapting this into the Yemeni context. The chapter also discusses the possibilities of facing the challenges while establishing and implementing the proposed model. The first step, depicted as a pyramid hierarchy, starts with those in the Ministry of Higher Education, who need to select a professional committee from across higher education institutions in the nation, who in return can conduct a ‘needs analysis’, leading to preparing the official mandate. The proposal also details on the objectives of the program, and the practical guidelines for implementing them. This model is applicable and adaptable for conflict-affected contexts.

• Muthanna, Abdulghani; Tandberg, Håkon Naasen & Khine, Myint Swe (2026). A conceptual clarification and advancement of pedagogical competence in higher education. In Muthanna, Abdulghani; Tandberg, Håkon Naasen & Khine, Myint Swe (Ed.), Pedagogical Competence Development in Higher Education Volume 1: Exploring Foundations and Dimensions of Pedagogical Practices. Routledge. ISSN 9781041153887. p. 3–11. doi: 10.4324/9781003679196. Full text in Research Archive Show summary

  This chapter provides a conceptual clarification of pedagogical concepts such as competence, competency, and skill. In addition, the chapter provides pathways of how to advance pedagogical competence development in higher education. Further, in the chapter we have organized the book into two thematic sections. The first section explores the conceptual, philosophical, and systemic underpinnings of pedagogical competence, addressing accreditation, standardisation, and the balance between theory and practice. It lays the foundation for understanding teaching as a profession grounded in both technical expertise and ethical reflection. The second section situates pedagogical competence within institutional, cultural, and geopolitical contexts. It also explores how educators in varied and sometimes fragile higher education systems negotiate development amid structural, digital, and socio-political challenges. Through case studies from Yemen and postcolonial settings, the chapters illustrate how contextual constraints can become catalysts for innovation and resilience.

• Muthanna, Abdulghani & Ghundol, Bakil (2025). Brain gain, brain drain and the future of fragile academia. Journal of Science of Learning and Innovations (JSLI). ISSN 2949-7728. 2(1), p. 62–77. doi: 10.1163/29497736-bja00013. Full text in Research Archive Show summary

  This article examines the dual dynamics of brain gain and brain drain in the context of academic migration, focusing on Yemen’s conflict-affected higher education sector. Drawing upon our own and others’ insights and experiences, the article unpacks the structural, political, and economic forces driving the outmigration of academics and explores how this movement can be strategically reconfigured into a catalyst for institutional renewal and cross-border knowledge exchange. The article highlights how scholarly migration contributes not only to professional growth and diaspora engagement but also to remittance flows, academic collaboration, and cultural continuity in host countries—particularly in the Gulf and the Global North. Through a nuanced interpretation of the Yemeni case, and by referencing comparative policy experiences from China, India, and Spain, this article argues that academic mobility should be approached not as a binary of loss versus gain, but as a fluid continuum shaped by national policy, diasporic networks, and global inequities.

• Ghundol, Bakil & Muthanna, Abdulghani (2025). Perceptions and experiences of female academics on barriers in obtaining and continuing leadership roles at higher education. International Journal of Educational Research. ISSN 0883-0355. 130. doi: 10.1016/j.ijer.2025.102534. Full text in Research Archive
• Muthanna, Abdulghani (2024). Science of learning: Journeys of hope, challenges and resilience in realizing academic ambitions. Journal of Science of Learning and Innovations (JSLI). ISSN 2949-7728. doi: 10.1163/29497736-bja00007. Full text in Research Archive
• Muthanna, Abdulghani; Youmen, Chaaban & Saba, Qadhi (2024). Um modelo da inter-relação entre ética em pesquisa e integridade em pesquisa. Revista Práxis Educativa. ISSN 1809-4031. 19, p. 1–16. doi: 10.5212/PraxEduc.v.19.23727.079. Full text in Research Archive
• Muthanna, Abdulghani Ali Nagi (2024). Academic professionalism: Meanings and self-reflections on how to continue to advance academic professionalism in higher education, The Development of Professional Identity in Higher Education: Continuing and Advancing Professionalism. Routledge. ISSN 9781003407133. p. 208–226. doi: 10.4324/9781003407133. Full text in Research Archive
• Muthanna, Abdulghani; Chaaban, Youmen & Qadhi, Saba (2023). A model of the interrelationship between research ethics and research integrity. International Journal of Qualitative Studies on Health and Well-being. ISSN 1748-2623. 19(1). doi: 10.1080/17482631.2023.2295151. Full text in Research Archive Show summary

  Purpose: The purpose of this article is to explore the interrelationship between research ethics and research integrity with a focus on the primary forms of research misconduct, including plagiarism, fabrication, and falsification. It also details the main factors for their occurrence, and the possible ways for mitigating their use among scholars. Methods: The method employed a detailed examination of the main ethical dilemmas, as delineated in literature, as well as the factors leading to these ethical breaches and the strategies to mitigate them. Further, the teaching experiences of the primary author are reflected in the development of the model. Results: The results of this article are represented in a model illustrating the interrelationship between research ethics and research integrity. Further, a significant aspect of our article is the identification of novel forms of research misconduct concerning the use of irrelevant or forced citations or references. Conclusion: In conclusion, the article highlights the substantial positive effects that adherence to research ethics and integrity have on the academic well-being of scholars.

• Muthanna, Abdulghani & Alduais, Ahmed (2023). The Interrelationship of Reflexivity, Sensitivity and Integrity in Conducting Interviews. Behavioral Sciences. 13(3). doi: 10.3390/bs13030218. Full text in Research Archive Show summary

  By employing a thematic review of 74 relevant publications and our learning, teaching, and research experiences and expertise, we discussed the concepts of ‘reflexivity’, ‘sensitivity’ and ‘integrity’, and the factors that enhance or hinder their practice. We also categorized the levels of sensitivity according to the stages of conducting and interpreting interviews in qualitative research. By categorizing the three levels of sensitivity ‘i.e., high sensitivity during interviewing, higher sensitivity during transcribing data, and highest sensitivity and criticality during interpreting data’ with practical examples, we offer an approach that facilitates and supports the application of ethical interviews. We conclude that achieving sensitivity and reflexivity enhances the trustworthiness of the overall research and reflects the application of research ethics and integrity in practice.

• Muthanna, Abdulghani & Sang, Guoyuan (2023). A Conceptual Model of the Factors Affecting Education Policy Implementation. Education Sciences. 13(3). doi: 10.3390/educsci13030260. Full text in Research Archive Show summary

  Implementing education policy is crucial for achieving policy goals, and several factors lead to the success or failure of this vital endeavour. Drawing upon a policy document critical review, observational research and in-depth, audio-recorded interviews with 93 participants, this article reports on the key factors that hindered the implementation of the national strategy for the development of higher education (NSDHE) in Yemen; the main factors are the implementers’ lack of information combined with lack of commitment by university leaders; the use of strategy top-down planning; a lack of funding coupled with financial corruption; the absence of an institutional strategy; the presence of eco-political challenges; and a lack of basic infrastructure (e.g., classrooms, teaching aids, offices, and toilets). The article also provides a simple conceptual model for these key factors. The findings offer direct benefits that will help policy formulators and implementers enhance the formulation and implementation of present and future education policies.

• Almahfali, Mohammed; LeVine, Mark & Muthanna, Abdulghani (2023). Mapping Arabic human rights discourse: a thematic review. International Journal of Human Rights. ISSN 1364-2987. 28(2), p. 197–219. doi: 10.1080/13642987.2023.2250990. Full text in Research Archive
• Muthanna, Abdulghani; Almahfali, Mohammed & Haider, Abdulateef (2022). The Interaction of War Impacts on Education: Experiences of School Teachers and Leaders. Education Sciences. 12(10). doi: 10.3390/educsci12100719. Full text in Research Archive Show summary

  Education, the backbone of any nation’s development, demands the presence of not only infrastructure and facilities but also a peaceful environment. The war in Yemen has had a strong, negative impact on education. In our study, we employed narrative inquiry and developed a structured interview guideline to explore the experiences of school teachers and leaders regarding the war’s impacts on education. After collecting and analyzing one hundred written narratives, we developed and conducted a semi-structured interview with four female and six male school teachers and leaders to answer the study questions. The findings highlighted the displacement and discrimination, the use of children as fighters for the future, the conflict of identities among children, the destruction of children’s physical and mental health, the exploitation of education for financial benefits, the normalization of negative behaviors, and the destruction of teacher’s dignity. These findings were also conceptualized in a simple model that showed the interaction of these war impacts on the teachers and learners. Further, focusing on how the domestic cultural and social contexts interact with these impacts is necessary to enhance understanding, solidarity, and tolerance among individuals and achieve a peaceful and cohesive society.

• Taher, Anef; Khan, Zafar; Alduais, Ahmed & Muthanna, Abdulghani (2022). Intertribal conflict, educational development and education crisis in Yemen: A call for saving education. Review of Education. 10(3). doi: 10.1002/rev3.3376. Full text in Research Archive Show summary

  The current political conflict and economic crisis have impacted all aspects of life in Yemen, especially intertribal conflict, which plays a significant role in hindering educational development. In this study, we measure the impact of this conflict on the educational infrastructure, students and teachers' behaviour, and educational development as perceived by students, teachers and administrators. We collected data from 384 respondents: 162 teachers, 163 students and 59 administrative staff in the Aden and Taiz governorates. We also conducted 18 structured interviews with stakeholders from local authorities. The results indicate that: (1) educational infrastructure in Yemen has changed from a poor to a damaged status because of the intertribal conflict; (2) educational development in Yemen is going backward because of the current political conflict and economic crisis; (3) violence being exercised during this conflict has transferred to high school students, teachers and administration staff; and (4) the educational infrastructure is either bombed and attacked by the Arab (international) coalition or used as military bases by the different parties of the conflict.

• Alduais, Ahmed; Muthanna, Abdulghani; Nyenyembe, Fabian William; Chatambalala, Jim; Taye, Markos Tezera & Haque, Shahabul [Show all 8 contributors for this article] (2022). The doctoral dissertations assessment in China: An interpretive phenomenological analysis. International Journal of Doctoral Studies (IJDS). ISSN 1556-8881. 17, p. 115–140. doi: 10.28945/4938. Full text in Research Archive
• Muthanna, Abdulghani; Alduais, Ahmed & Ghundol, Bakil (2022). Challenges facing teacher education in Yemen: Toward better quality. In Khine, Myint Swe (Eds.), Handbook of Research on Teacher Education: Pedagogical Innovations and Practices in the Middle East. Springer. ISSN 9789811924002. doi: 10.1007/978-981-19-2400-2_24. Full text in Research Archive Show summary

  The recent conflict in Yemen along with the political, economic, and societal unrest for decades has led to the presence of many unique challenges facing both the pre-service and in-service teacher education in the nation. As a result of these challenges, teacher education suffers from poor quality education that not only affects the perceptions and practices of teachers and students but also the entire public simply because teachers and students form the heart of a nation’s development in all aspects. In our chapter, we provide a critical review of teacher education from a global perspective with a focus on Yemen. And by highlighting the key challenges, our chapter concludes with insights toward better quality of teacher education in the nation.

• Muthanna, Abdulghani (2022). Higher Teacher Education: Raising Awareness toward Constructing Teaching Philosophy Statements. Athens Journal of Education (AJE). ISSN 2407-9898. 9(2), p. 225–236. doi: 10.30958/aje.9-2-3. Full text in Research Archive Show summary

  This article focuses on exploring whether teacher educators and teacher students at higher teacher education programs have constructed their teaching philosophy statements, how they implement such philosophy statements, and how they develop and evaluate the contents of the teaching materials related to the courses they are instructing. By following the qualitative case study methodology, the author employed semi-structured interviews with twenty teacher educators and fifteen teacher students from one state higher education institution in Yemen. With the employment of thematic network analysis techniques, the findings report on the lack of awareness concerning the teaching philosophy statements construction, the random process of designing and evaluating teaching materials, and the lack of teaching aids for realizing the teaching philosophies of those with developed teaching statements. For practical implementation, university leaders and administrators are recommended to establish a program that focuses on the professional development of the teaching faculty with a focus on highlighting and providing useful knowledge on the 'teaching philosophy statements' construction and 'materials design and evaluation' processes.

• Blanco, Gerardo L. & Muthanna, Abdulghani (2022). Looking for hope abroad: The new global university beyond neoliberalism. In Gildersleeve, Ryan Evely (Eds.), Transformation of the University: Hopeful Futures for Higher Education. Routledge. ISSN 9781003102922. Full text in Research Archive Show summary

  The number of international students has long been a key metric in the competition of global university rankings and used as evidence of quality. If internationalisation can be decoupled from neoliberalism, or if at least neoliberal ideology is recognised as such and no longer naturalised as a given, then it is possible to imagine internationalisation creating spaces for radical inclusion in the university. Inspired by powerful first-hand accounts of fellow educators making sense of their lived realities in the global, neoliberal university, we are well positioned to conduct what S. Stein describes as a liminal critique of internationalisation. The neoliberal global university has been a space for mobility without hospitality. Our search for hope abroad still continues, and we hope to make this hopeful pilgrimage towards the future not an individual endeavour any longer, but the collective effort of the University of the Future.

• Sang, Guoyuan; Huang, Jiali; Chao, Tzuyang; Ye, Bixin & Muthanna, Abdulghani (2022). Understanding Rural School Teachers’ Professional Agency and Its Relationship to Social Structure. Educational Studies. ISSN 0013-1946. 59(1), p. 30–47. doi: 10.1080/00131946.2022.2051033. Full text in Research Archive Show summary

  Research on the role of teacher agency has been growing significantly during the last decade. Agentic teachers act purposefully and constructively to direct their professional development and contribute to the quality of education, especially in rural areas. Professional development is mutually constituted between teachers and socio-cultural conditions (e.g., circumstances, physical artifacts, power relations, and school cultures) that constrain or enable their agency. This study explored teacher professional agency, and its relationship to teacher perceived social structure, using two newly developed scales: (1) the Teacher Professional Agency (TPA) and (2) the Teacher-Perceived Social Structure (TPSS). A total number of 592 teachers working at rural schools in western China completed the questionnaire. The findings revealed that the two scales were valid and reliable instruments for measuring teacher professional agency, and teacher perceived social structure. Findings show a modestly-moderately correlation between teachers’ professional identity and their perceived social identity. Collegial relationships, followed by school climate and social identity, have the strongest impact on teachers’ professional agency.

• Alamin, Alnuaman; Muthanna, Abdulghani & Alduais, Ahmed (2022). A qualitative evidence synthesis of the K-12 education policy making in Sudan and the need for reforms. Sage Open. 12(1). doi: 10.1177/21582440211071081. Full text in Research Archive Show summary

  By following the qualitative evidence synthesis, this article reports on how education policy is made in Sudan by considering the contextual, socio-economical background of Sudanese education in the pre –post colonial era. Out of 39 published and unpublished documents, 33 documents were synthesized to answer these research questions: (1) who is responsible for education policymaking, and (2) how is the education policy made in Sudan? The analyses report that the promulgations of marco education policy in Sudan have been developed based on the contributions of different entities/bodies with a lack of transparency and consistency. The findings call for the presence of a transparent, consistent, integrated framework for education policymaking in the nation, which in effect facilitates the processes of effective implementations.

• Taye, Markos; Muthanna, Abdulghani; Sang, Guoyuan & Alduais, Ahmed (2021). Understanding Effective Teaching Beliefs of Instructors and Students: A Qualitative Study at an Ethiopian University. Athens Journal of Education (AJE). ISSN 2407-9898. 9(4), p. 679–698. doi: 10.30958/aje.9-4-8. Full text in Research Archive Show summary

  This article explores instructors and students‟ beliefs toward effective teaching in higher education in Ethiopia. Besides classroom observations, we developed and conducted semi-structured interviews with ten instructors and 12 students at one higher education institution. We followed the data condensation and displayed it for interpreting the data. The findings highlight the qualities of effective teaching and the hope for a change in the current teaching approach to actively participate in the teaching-learning action. This, however, demands a change in designing the course syllabus and assignments and the continuous professional development of the teaching faculty.

• Nazir, Maryam; Muthanna, Abdulghani & Alduais, Ahmed (2021). Higher education studies and pregnancy: Challenges and balances. НАУЧНЫЙ РЕЗУЛЬТАТ. ПЕДАГОГИКА И ПСИХОЛОГИЯ ОБРАЗОВАНИЯ. doi: 10.18413/2313-8971-2021-7-1-0-7. Full text in Research Archive Show summary

  Pregnancy and childbirth are experienced as physical and psychological challenges for most women. Drawing upon the McClusky'stheory of margin, we developed a 5-point Likert response scale questionnaire and collected data from29 pregnant and parenting Pakistani graduate students studying in Beijing, China. Descriptive statistical analysis techniques and a number of generated formulas based on the theory of margin were applied to the questionnaire to examine family, social, academic, financial, physical and personal factors affecting pregnant students. We also used McClusky‘s theory to analyse the questionnaire responses. Our results indicate that the margin (M=L/P) values were greater for support of husband and family, which are the largest sources of power for pregnant graduate Pakistani students. The calculated values of power were greater than those of load for the six factors, resulting into margin values of less than 1 for all these factors (family=0.379 , academic=0.73, social=0.74, financial=0.633, physical and self=0.877) . The study has implications for future research in terms of finding more plausible measures to load, power and margin in higher education, and for policy of higher education to incorporate psychological factors of pregnant graduate students.

• Kavenuke, Patrick Severine & Muthanna, Abdulghani (2021). Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania. Journal of University Teaching and Learning Practice. 18(4). Full text in Research Archive Show summary

  This study investigates teacher educators’ perceptions of and challenges affecting the use of critical pedagogy in higher teacher education in Tanzania. The study employed a qualitative case study design and collected in-depth data through semi-structured interviews and direct classroom observations. The findings showed that critical pedagogy is a significant approach for developing students’ abilities to do critical reflection. However, critical pedagogy demands building a friendly relationship with students and encouraging dialogic interactions; all these lead to critical reflection in return, ensuring better understanding of the subject content. Most importantly, the findings report several challenges related to the presence of crowded classes, the use of lecturing teaching style and the use of English as a language of instruction, the use of unsuitable assessment format that is university guided and lack of teaching resources. These challenges impede the effective use of critical pedagogy in teaching. To overcome such challenges, policy makers and institutional leaders need to rethink of providing teaching resources and encouraging the use of critical pedagogy in teaching and learning at higher teacher education programmes. The study concludes that by practising what teacher educators perceive to be critical pedagogy, classrooms will be transformed into places of liberation. Further, while this qualitative study does not intend to make any generalisation, the findings might be of interest to international teacher educators who are interested in employing the critical pedagogy approach effectively.

• Haque, Shahabul; Muthanna, Abdulghani & Monira, Sultana (2021). Student participation in university administration: factors, approaches and impact. Tertiary Education and Management. ISSN 1358-3883. p. 1–19. doi: 10.1007/s11233-021-09087-z. Full text in Research Archive Show summary

  What motivates students to participate in student organizations, how students participate in university administration decision-making, and how such participation influences students’ overall development is under-researched in Bangladesh. Therefore, to uncover such dynamics we employed document analyses, observations, and in-depth interviews with 25 university administrators, teachers, students, and social and cultural activists. As a result of this research, the findings reveal several factors behind students’ participation in student organizations that also participate in university administration. While such participation is positive for students’ overall development, the participation in university administration is not that effective. This requires of the university administration to reconsider students’ voices and interests while making decisions related to students’ overall development.

• Muthanna, Abdulghani & Alduais, Ahmed (2020). A Thematic Review on Research Integrity and Research Supervision: Relationships, Crises and Critical Messages. Journal of Academic Ethics. ISSN 1570-1727. doi: 10.1007/s10805-020-09368-z. Full text in Research Archive Show summary

  This article focuses on reporting the relationship between research integrity and research supervision. Initially, it briefly discusses the positive research supervision. By following a detailed thematic analysis methodology, 66 published sources were compiled, disassembled, reassembled and interpreted. The findings of this study highlight that maintaining research integrity is the responsibility of all, and that more responsibility falls onto the shoulders of instructors and supervisors who need to ethically perform research supervision to maintain further research integrity. Further, they show crises related to how research supervision is at danger, and how danger at supervision exists. The insights reported in this study help raise further awareness towards effective research supervision that in return and in effect enhances the overall research integrity. The review also concludes with three critical messages (for higher education policymakers, administrators, instructor/supervisors, and students/supervisees) for a practical implementation.

• Sang, Guoyuan; Zhou, Jun & Muthanna, Abdulghani (2020). Enhancing teachers' and administrators learning experiences through school–university partnerships: a qualitative case study in China. Journal of Professional Capital and Community. ISSN 2056-9548. doi: 10.1108/JPCC-01-2020-0003. Full text in Research Archive
• Ghundol, Bakil & Muthanna, Abdulghani (2020). Conflict and international education: Experiences of Yemeni international students. Compare: A Journal of Comparative and International Education. ISSN 0305-7925. doi: 10.1080/03057925.2020.1846119. Full text in Research Archive Show summary

  The ongoing conflicts in Yemen have affected the entire community. This article focuses on students from Yemen and the continuing impact of the conflict on their educational experiences in China. A case-study methodology and in-depth interviews with ten participants reveal a combination of pre-departure, travelling, registration and financial challenges, the loss of opportunities and hopes, and social and psychological pressures. As a result of the research, conclusions are that the Yemeni government needs to re-consider providing monthly stipends for the students and neighbouring nations (e.g. Oman) need to facilitate the procedures for students’ entry visas. Further, it is argued that the Chinese government and universities could provide additional assistance for Yemeni students, re-consider their policies concerning application outcomes and registration procedures, and provide waivers for tuition fees. Implementing these measures could have a positive impact on the experiences of Yemeni students in China and on other students from conflicted areas.

• Urgamal, Lkhagvasuren; Taye, Markos; Muthanna, Abdulghani & Sang, Guoyuan (2019). A Review of Secondary School EFL Teacher Professional Development in China. International Journal of Research Studies in Language Learning. ISSN 2243-7754. 8(2), p. 39–46. doi: 10.5861/ijrsll.2019.4003. Full text in Research Archive
• Taye, Markos; Sang, Guoyuan & Muthanna, Abdulghani (2019). Organizational Culture and its Influence on the Performance of Higher Education Institutions: The Case of a State University in Beijing. INTERNATIONAL JOURNAL OF RESEARCH STUDIES IN EDUCATION. ISSN 2243-7703. 8(2), p. 77–90. doi: 10.5861/ijrse.2019.3026. Full text in Research Archive
• Muthanna, Abdulghani (2019). Critical qualitative inquiry and methodological awareness: The effectiveness of face-to-face interviews in changing/enhancing participants' beliefs and practices. INTERNATIONAL JOURNAL OF RESEARCH STUDIES IN EDUCATION. ISSN 2243-7703. 8(2), p. 59–66. doi: 10.5861/ijrse.2019.3027. Full text in Research Archive
• Muthanna, Abdulghani & Sang, Guoyuan (2019). State of University Library: Challenges and Solutions for Yemen. The journal of academic librarianship. ISSN 0099-1333. 45(2), p. 119–125. doi: 10.1016/j.acalib.2019.01.010. Full text in Research Archive Show summary

  This study focuses on presenting the state of university libraries in Yemen, drawing upon observational research and in-depth interviews with 4 key university leaders, 12 teaching education program (TEP) chairpersons, 9 college deans, 6 vice-deans, 20 teaching professors, and 34 teacher training students within one higher education institution. The observational research has also covered five libraries of three private universities and two state ones. The findings outline the challenges faced by library users: the presence of traditional libraries, traditional resources and services, and the implementation of new policy. The study highlights the urgent need to redesign libraries, to increase libraries' budgets, and to establish digital resources and services, as well as a national library association.

• Alduais, Ahmed; Deng, Meng & Muthanna, Abdulghani (2019). The effect of the National Plan (2010-2020) on the development of preschool education in China: Evidence from before-after design at a 7-year interval and policy analysis. НАУЧНЫЙ РЕЗУЛЬТАТ. ПЕДАГОГИКА И ПСИХОЛОГИЯ ОБРАЗОВАНИЯ. 5(3), p. 3–22. doi: 10.18413/2313-8971-2019-5-3-0-1. Full text in Research Archive
• Muthanna, Abdulghani & Sang, Guoyuan (2018). Brain Drain in Higher Education: Critical Voices on Teacher Education in Yemen. London Review of Education. ISSN 1474-8460. 16(2), p. 296–307. doi: 10.18546/LRE.16.2.09. Full text in Research Archive
• Muthanna, Abdulghani & Sang, Guoyuan (2018). Conflict at higher education institutions: factors and solutions for Yemen. Compare: A Journal of Comparative and International Education. ISSN 0305-7925. 48(2), p. 206–223. doi: 10.1080/03057925.2017.1298434. Full text in Research Archive
• Muthanna, Abdulghani (2016). Plagiarism: A Shared Responsibility of All, Current Situation, and Future Actions in Yemen. Accountability in Research. ISSN 0898-9621. 23(5), p. 280–287. doi: 10.1080/08989621.2016.1154463. Full text in Research Archive
• Muthanna, Abdulghani & Sang, Guoyuan (2016). Undergraduate Chinese Students' Perspectives on Gaokao Examination: Strengths, Weaknesses, and Implications. INTERNATIONAL JOURNAL OF RESEARCH STUDIES IN EDUCATION. ISSN 2243-7703. 5(2), p. 3–12. doi: 10.5861/ijrse.2015.1224. Full text in Research Archive
• Muthanna, Abdulghani (2015). Quality Education Improvement: Yemen and the Problem of the 'Brain Drain'. Policy Futures in Education. 13(1), p. 141–148. doi: 10.1177/1478210314566734. Full text in Research Archive
• Muthanna, Abdulghani & Miao, Pei (2015). Chinese Students' Attitudes towards the Use of English-medium Instruction into the Curriculum Courses: A Case Study of a National Key University in Beijing. Journal of Education and Training Studies. ISSN 2324-805X. 3(5), p. 59–96. doi: 10.11114/jets.v3i5.920. Full text in Research Archive
• Muthanna, Abdulghani & Karaman, A. Cendel (2014). Higher Education Challenges in Yemen: Discourses on English Teacher Education. International Journal of Educational Development. ISSN 0738-0593. 37, p. 40–47. doi: 10.1016/j.ijedudev.2014.02.002. Full text in Research Archive
• Muthanna, Abdulghani (2013). A Tragic Educational Experience: Academic Injustice in Higher Education Institutions in Yemen. Policy Futures in Education. 11(5), p. 532–537. doi: 10.2304/pfie.2013.11.5.532. Full text in Research Archive
• Al-Sohbani, Yehia & Muthanna, Abdulghani (2013). Challenges of Arabic-English Translation: The Need for Re-systematic Curriculum and Methodology Reforms in Yemen. Academic Research International. ISSN 2223-9944. 4(4), p. 442–450. Full text in Research Archive
• Muthanna, Abdulghani & Karaman, A. Cendel (2011). The Need for Change in Teacher Education in Yemen: The Beliefs of Prospective Language Teachers. Procedia - Social and Behavioral Sciences. 12, p. 224–232. doi: 10.1016/j.sbspro.2011.02.030. Full text in Research Archive

View all works in NVA

• Muthanna, Abdulghani; Tandberg, Håkon Naasen & Khine, Myint Swe (2026). Pedagogical Competence Development in Higher Education Volume 2: Navigating Reflective Practices and Transformative Pedagogies. Routledge. ISBN 9781041153979. 234 p. doi: 10.4324/9781003679233. Full text in Research Archive Show summary

  his two-volume book addresses the need for continuous professional development among educators in higher education to meet contemporary challenges and enhance teaching quality, grounded in the evolving demands of the educational landscape. Building on Volume 1's focus on the concepts, models and frameworks involved in the pedagogical competence development of academics in higher education, this second volume highlights pedagogical growth in specific or challenging contexts, emphasizing reflective practice, digital shifts, and the unique realities of educators in under-resourced, transitional, or technologically evolving environments. Organized into two parts, chapters in the first section explore self-reflection, narrative inquiry, and experiential learning as vehicles for cultivating pedagogical competence. They also reveal how professional identity evolves through emotional awareness, classroom engagement, and cyclical self-assessment — forming the reflective heart of higher education teaching. Section Two advances a forward-looking vision of higher education pedagogy, highlighting collaboration, co-creation, and critical dialogue as cornerstones of professional competence renewal. Moving away from theory, this book reflects on the practicalities and challenges of developing professional pedagogical competence in the real world. An indispensable resource for educators in higher education, these two volumes address the critical need for continuous professional development, reflective practice and collaboration, for advancing pedagogical professionalism and ensuring that higher education remains responsive to the needs of students and society.

• Muthanna, Abdulghani; Tandberg, Håkon Naasen & Khine, Myint Swe (2026). Pedagogical Competence Development in Higher Education Volume 1: Exploring Foundations and Dimensions of Pedagogical Practices. Routledge. ISBN 9781041153887. 218 p. doi: 10.4324/9781003679196. Full text in Research Archive Show summary

  This two-volume book addresses the need for continuous professional development among educators in higher education to meet contemporary challenges and enhance teaching quality. Teaching in higher education is a context-sensitive and culturally based activity that requires a dialogic approach between teachers and students, making it essential for educators to stay updated with the latest teaching strategies and methodologies. This first volume is focused on establishing conceptual clarity, pedagogical models and systemic frameworks that advance professionalism, underpin teaching excellence and support educational transformation in higher education, paving the way for in-depth investigation of pedagogical growth in specific contexts in Volume 2. The volume is organized into two thematic sections. Chapters in the first section explore the conceptual, philosophical, and systemic underpinnings of pedagogical competence, addressing accreditation, standardisation, and the balance between theory and practice, and laying the foundation for understanding teaching as a profession grounded in both technical expertise and ethical reflection. The second section situates pedagogical competence within institutional, cultural, and geopolitical contexts, andexplores how educators in varied and sometimes fragile higher education systems negotiate development amid structural, digital, and socio-political challenges. Through case studies from Yemen and postcolonial settings, the chapters illustrate how contextual constraints can become catalysts for innovation and resilience. An indispensable resource for educators in higher education, these two volumes address the critical need for continuous professional development, reflective practice and collaboration, for advancing pedagogical professionalism, and for ensuring that higher education remains responsive to the needs of students and society.

• Khine, Myint Swe & Muthanna, Abdulghani Ali Nagi (2024). The Development of Professional Identity in Higher Education: Continuing and Advancing Professionalism. Routledge. ISBN 9781003407133. 242 p. doi: 10.4324/9781003407133. Full text in Research Archive

View all works in NVA

• Muthanna, Abdulghani; Olsson, Fredrik & Tandberg, Håkon Naasen (2026). Factors for development of trust: Building collegial relationships within teaching and learning programs. doi: https:/programme.iced26.es/assets/ICED26-Proceedings.pdf. Full text in Research Archive Show summary

  At the Research on Higher Education Conference in Gothenburg, Sweden, in 2025, we shared our self-reflections and analysis of relevant studies on the establishment of ‘trust’ among educational developers and university teachers from different disciplines participating in the program of Teaching and Learning in Higher Education. In this conference, we aim to discuss how trust can be fostered and developed among the participants, as well as between facilitators and participants, and the possible factors for the lack of trust or distrust. Given this, our participation, founded on data collected through a questionnaire, provides insightful responses to these research inquiries: 1) What are the factors for the development of trust among participants and between participants and facilitators? 2) What are the possible factors for the lack of trust, or even distrust, among participants and between participants and facilitators?

• Muthanna, Abdulghani (2026). Across cultures and challanges: Education's power in an age of anxiety, and academic futures. Full text in Research Archive Show summary

  In the presentation, I discussed my experiences and perspectives on the importance of education, which I regard as a crucial pathway to an improved quality of life. Education represents a source of hope for many people across the world and, when thoughtfully designed and professionally implemented, serves as a primary mechanism for empowering younger generations to become critical thinkers. In doing so, it enables them to safeguard themselves against social unrest and polarization occurring in various contexts globally. Drawing on my own experience, I also emphasized the significance of resilience, determination, and perseverance, among many, in sustaining one’s educational trajectory and in achieving one’s academic aspirations.

• Muthanna, Abdulghani; Olsson, Fredrik & Tandberg, Håkon Naasen (2026). Factors for Development of Trust: Building Collegial Relationships within Teaching and Learning Programs. doi: https:/programme.iced26.es/?session=20260624-1100-room-2-1. Full text in Research Archive Show summary

  At the Research on Higher Education Conference in Gothenburg, Sweden, in 2025, we shared our self-reflections and analysis of relevant studies on the establishment of ‘trust’ among educational developers and university teachers from different disciplines participating in the program of Teaching and Learning in Higher Education (TLHE). In this conference, we aim to discuss how trust can be fostered and developed among the participants, as well as between educational developers and participants, and the possible factors for the lack of trust or distrust. Given this, our participation, founded on data collected through a questionnaire, provides insightful responses to these research inquiries: 1) What are the factors for the development of trust among participants and between participants and facilitators? 2) What are the possible factors for the lack of trust, or even distrust, among participants and between participants and facilitators?

• Fylkesnes, Sandra; Muthanna, Abdulghani & Olsson, Fredrik (2026). Decolonisation of pedagogical practice: Experiences from a pedagogical development module. Full text in Research Archive Show summary

  We present this topic within the ARTE group that connects scholars from different contexts.

• Muthanna, Abdulghani (2026). Reimagining Teacher Education: Changing Societies and Emerging Technologies. doi: http:/ictte.conferences.ac.cn/myindex/2026/en. Full text in Research Archive Show summary

  Societies shift under the currents of globalization and technological innovation, creating a need for reimagining teacher education systems, classrooms and curricula. The act of reimagining urges us to ask this central question: how can we prepare teachers and design learning environments that respond to rapid, social and technological change while preserving the human values at the heart of education? Drawing on four interconnected domains, teaching design and learning technologies; special education and technology; higher education research and teacher preparation; and artificial intelligence and information education, it can be argued that many teacher education models remain structured around old assumptions related to standardized courses, factory-timed practicum experiences, and transmissionist models that treat knowledge as content to be delivered. In response, there is a continuous need for rethinking curricula and practicum designs, research priorities, and the use of emerging technologies. By perceiving course design as a core pedagogical competence, we emphasize learner-centeredness, purposeful technology alignment, and real-world transfer. Further, the keynote highlights both the transformative potential and ethical risks of technology, advocating for employing the Universal Design for Learning (UDL), considering and engaging students as co-designers, and providing equity of access for all students. The keynote also outlines higher education research and the need for aligning research agendas with the pragmatic needs of the individuals and the institutions’ education strategies/policies. Meanwhile, it briefly reflects on the opportunities along with the caveats behind the use of AI. The keynote concludes with a call for a collective, equity-focused redesign of teacher education that is ethically grounded, evidence-informed, and oriented toward human flourishing.

• Muthanna, Abdulghani (2026). Toward a sustained self-reflection model for pedagogical professionalism. Full text in Research Archive
• Muthanna, Abdulghani (2026). Critically reflective teaching. doi: https:/www.hiof.no/om/organisasjon/administrasjonen/utdanningsavdelingen/puls/puls-arrangement/open-webinar-stephen-brookfield.html. Full text in Research Archive
• Muthanna, Abdulghani (2025). Research supervision, and supervisor-supervisee relationships. Full text in Research Archive Show summary

  With a formal invitation from the National Research Council of the Philippnes, I enjoyed giving a lecture about 'Research supervision, and supervisor-supervisee relationships' to over 300 academic colleagues in the Philipinnes.

• Muthanna, Abdulghani (2025). Intercultural competence development in higher education institutions: self reflections. Full text in Research Archive
• Muthanna, Abdulghani (2025). Brain drain or brain gain? A global perspective with a focus on Yemen. Full text in Research Archive
• Muthanna, Abdulghani (2025). An interplay of factors for modifying pedagogical assumptions. Full text in Research Archive
• Muthanna, Abdulghani; Olsson, Fredrik & Tandberg, Håkon Naasen (2025). Exploring strategies for the development of ‘trust’ in courses on teaching and learning in higher education. Full text in Research Archive
• Muthanna, Abdulghani (2024). Collaborative learning enhances one’s pedagogical skills of teaching. Journal of Science of Learning and Innovations (JSLI). ISSN 2949-7728. Full text in Research Archive Show summary

  A review of the book 'Effective use of collective peer teaching in teacher education' by Rolf K. Baltzersen (ed.). New York and London, Routledge, 2024, pp. 1–134, isbn: 978-1-032-51346-1 (hardback).

• Muthanna, Abdulghani (2024). Academic professional development in higher education. Full text in Research Archive
• Muthanna, Abdulghani Ali Nagi & Khine, Myint Swe (2024). Teaching as a profession, and professional identity development, The Development of Professional Identity in Higher Education: Continuing and Advancing Professionalism. Routledge. ISSN 9781003407133. p. 1–6. doi: 10.4324/9781003407133-2. Full text in Research Archive
• Muthanna, Abdulghani (2023). Teacher Professionalism? Full text in Research Archive
• Muthanna, Abdulghani (2023). Research integrity: Why and how to achieve research integrity? Full text in Research Archive
• Muthanna, Abdulghani (2022). Migration of academics: Factors and insights. Full text in Research Archive
• Muthanna, Abdulghani (2022). Research integrity: Why and how to achieve research integrity? Full text in Research Archive
• Muthanna, Abdulghani (2022). Academic journey: Challenges and achievements. Full text in Research Archive
• Muthanna, Abdulghani (2021). Research integrity: Why and how to achieve research integrity? Full text in Research Archive
• Muthanna, Abdulghani (2021). Professional identity development and adjustment: A reflexive approach. Full text in Research Archive
• Muthanna, Abdulghani (2021). What shapes and develops teacher professionalism? Full text in Research Archive
• Muthanna, Abdulghani (2021). What affects the implementation of higher education policy? Full text in Research Archive
• Muthanna, Abdulghani (2020). A panelist speaker on 'How the ongoing conflict in Yemen affects Yemeni students studying abroad' within the session on 'Yemen's Universities under Siege'. Full text in Research Archive
• Muthanna, Abdulghani (2020). The Need for Constructing Teaching Philosophy Statements: Higher Teacher Education Programs in Yemen. Full text in Research Archive Show summary

  Teaching is complex, be it at basic or higher education for it demands possessing many skills and qualities and continuous professional development. All teachers need to construct effective teaching philosophy statements. This is more critical at higher teacher education programs that prepare teachers of different disciplines. Teacher educators, the fathers of knowledge at least in the eyes of their teacher students, must have developed clear and effective teaching philosophies that should be continuously developed. The quality of teaching depends on teacher educators’ conceptions of teaching (McAlpine & Westin, 2000). These teaching conceptions are not arbitrarily conceived; however, they are the outcome of uncountable experiences gained through learning, teaching, and social activities. These teaching conceptions represent one’s thinking of what teaching is and how it should be achieved in a particular context. These teaching conceptions could be mentally mapped or written and developed continuously. Teaching philosophy is not static; it is dynamic and always evolves (Huggett, 1930) considering the changes that might occur in the teaching contexts or the global world. Teachers also need to develop their own teaching goals and this is the main part of their teaching philosophies (Huggett, 1930). Developing a teaching philosophy statement has become a priority in some institutions as the realization of the institution’s mission and vision depends on the close relations between the institution’s teachers teaching philosophies and the institution’s overall goals. It has also become a perquisite for receiving financial supports regarding innovative educational projects (Chism, 1997-1998, p. 1). Teaching philosophy is a reflection of certain values, attitudes, beliefs and experience teachers hold as goals to achieve in their teachings. When such concepts are not well thought of or developed with a comparison of one’s own and others’, the teaching process will be poorly conducted and less realization of teachers’ goals or those of the institution will occur. Further, teaching philosophies should be brief, contextual, narrative, and personally reflective. They also need to be “descriptions of how the teachers think learning occurs, how they think they can intervene in this process, what chief goals they have for students, and what actions they take to implement their intentions” (Chism, 1997-1998, p. 1). This article focuses on answering these two research questions: a) what is your teaching philosophy and how does your program help you practice it? and b) How do you choose or develop the content of the courses you are teaching? The researcher employed a qualitative case study methodology for collecting and interpreting data. The analyses report the lack of clear teaching philosophy statements for many teacher educators and those of programs, their lack of essential knowledge concerning the development of critical and up-to-date syllabuses, and the absence of teaching conceptions for student teachers. These findings urge university leaders to highlight the importance of constructing teaching philosophy statements for teacher educators and teaching prospective teachers how to construct their own.

• Muthanna, Abdulghani (2020). Thesis development: A focus on the introductory chapter. Full text in Research Archive
• Muthanna, Abdulghani (2019). How to exploit your academic stay abroad: A simple, Strategic plan. Full text in Research Archive
• Muthanna, Abdulghani (2019). Research Integrity and Plagiarism. Full text in Research Archive
• Muthanna, Abdulghani (2019). Plagiarism: Types, factors, consequences and solutions. Full text in Research Archive
• Muthanna, Abdulghani (2019). Education and Religion: Connection and Influence. Full text in Research Archive
• Muthanna, Abdulghani (2019). Critical qualitative inquiry and methodological awareness: Effectiveness of face-to-face interviews in changing/enhancing participants' beliefs/practices. Full text in Research Archive
• Muthanna, Abdulghani & Sang, Guoyuan (2019). Yemen and Education: Teacher Education Systems and Challenges. In Karras, K. G. & Wolhuter, C. C. (Ed.), International Handbook of Teacher Education Worldwide: Revised and Augmented Edition. HM Studies. ISSN 9789963241576. p. 635–650. Full text in Research Archive
• Muthanna, Abdulghani (2019). The Long Look: Critical Qualitative Research and Methodological Awareness. p. 16–25. Full text in Research Archive
• Muthanna, Abdulghani (2019). A Panelist/speaker in the session: Awareness raising for supporting higher education in emergencies within the two day conference on Higher Education Values in Practice: Integration of highly skilled refugees and at-risk academics in Europe, 13-14 June, 2019, Brussels, Belgium. Full text in Research Archive
• Muthanna, Abdulghani (2018). Education and Conflict: The Case of Yemen. Full text in Research Archive
• Muthanna, Abdulghani (2016). Teaching and Learning EFL Writing at Yemeni Universities: A Review of Current Practices. In Abouabdelkader, Hassan (Eds.), Teaching EFL Writing in the 21st Century Arab World: Realities and Challenges. Palgrave Macmillan. ISSN 9781137467263. p. 221–243. doi: 10.1057/978-1-137-46726-3_9. Full text in Research Archive
• Almahfali, Mohammed & Muthanna, Abdulghani (2024). Rebuilding society: It’s time to recognise the value of HE. University World News: The global window on higher education USA. Full text in Research Archive
• Muthanna, Abdulghani (2021). Yemeni academics in Saudi Arabia face loss of jobs, homes. University World News: The global window on higher education. Full text in Research Archive
• Muthanna, Abdulghani (2011). Exploring the Beliefs of Teacher Educators, Students, and Administrators: A Case Study of the English Language Teacher Education Program in Yemen. Middle East Technical University. Full text in Research Archive

View all works in NVA