BETWEEN ACTIVATION AND DEPENDENCY: GIFTED ARAB STUDENTS’ PERCEPTIONS OF THE LONG-TERM INFLUENCE OF SECONDARY-SCHOOL DIGITAL AND INNOVATIVE TEACHING ON THEIR MOTIVATION, CRITICAL THINKING, AND ACADEMIC INDEPENDENCE IN ISRAELI HIGHER EDUCATION

Yasmeen Naamnih

Abstract


This study explores how gifted Arab students in Israel who completed secondary school and are now studying at university perceive the long-term influence of digital and innovative teaching on their motivation, critical thinking, and academic independence. It uses a qualitative design and the reflexive thematic analysis of Braun and Clarke (2006, 2019), and draws on semi-structured interviews held in Arabic with thirty gifted students in Israeli universities and colleges. The findings suggest that the effects of digital teaching are more complex than commonly assumed. Digital tools supported students' motivation when they helped overcome learning barriers, but weakened it when students relied on quick answers instead of engaging in deeper learning. Critical thinking grew mainly from class discussion and questioning, not from the technology itself, although the students built a careful, critical way of using artificial intelligence. Academic independence developed more through students' real-life responsibilities than through any particular teaching method. The transition from Arabic-language schooling to studying in Hebrew influenced all three outcomes. Most importantly, the findings show that these three abilities are connected and should not be viewed as separate skills. The study concludes that technology helps students grow only as far as good teaching, the learner's own effort, and fair conditions allow.

Keywords


digital technologies, smart learning tools, administrative support systems, learning motivation, English language learning, East Jerusalem

Full Text:

PDF

References


Abdallah, M. M. S. (2024). New trends in gifted education: For PhD degree students (Curriculum & Instruction of TESOL/TEFL). Retrieved from https://www.researchgate.net/publication/384009488_New_Trends_in_Gifted_Education

Aboud, Y. Z. (2026). Beyond the classroom: Technology-enabled acceleration models for gifted learners in the digital era. Multimodal Technologies and Interaction, 10(2), 17. https://doi.org/10.3390/mti10020017

Abuhassna, H., Yahaya, N., Zakaria, M. A. Z. M., Zaid, N. M., Samah, N. A., Awae, F., Nee, C. K., & Alsharif, A. H. (2023). Trends on using the Technology Acceptance Model (TAM) for online learning: A bibliometric and content analysis. International Journal of Information and Education Technology, 13(1), 131–142. https://doi.org/10.18178/ijiet.2023.13.1.1788

Abu-Hussain, J. (2023). Israel’s education policy toward the Arab education system from a historical perspective from 1948 to 2022. Creative Education, 14, 2531–2557. https://doi.org/10.4236/ce.2023.1412163

American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. https://www.apa.org/ethics/code

Axelrad, H., Matar, H., & Tehawkho, M. (2021). The digital challenge facing Israeli Arab society. Aaron Institute for Economic Policy. Retrieved from https://www.runi.ac.il/en/research-institutes/economics/aiep/policy-papers/productivity-and-growth/the-digital-challenge-in-arab-society

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). Tony Bates Associates. Retrieved from https://books.google.ro/books/about/Teaching_in_a_Digital_Age.html?id=8iYnzAEACAAJ&redir_esc=y

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806

Chashechnikova, O., Odintsova, O., Hordiienko, I., Danylchuk, O., & Popova, L. (2024). Innovative technologies for the development of critical thinking in students. Amazonia Investiga, 13(81), 197–213. https://doi.org/10.34069/AI/2024.81.09.16

Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49(7), 622–630. https://psycnet.apa.org/record/2012-18434-002

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage. Retrieved from https://books.google.ro/books/about/Research_Design.html?id=bttwENORfhgC&redir_esc=y

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Demir, Y. E., & Cetinbas, E. (2023). Investigating the critical thinking skills and autonomous learning of gifted students. Journal of Gifted Education and Creativity, 10(2), 113–124. Retrieved from https://www.researchgate.net/publication/372028398_Investigating_the_critical_thinking_skills_and_autonomous_learning_of_gifted_students

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. American Philosophical Association. Retrieved from https://www.researchgate.net/publication/242279575_Critical_Thinking_A_Statement_of_Expert_Consensus_for_Purposes_of_Educational_Assessment_and_Instruction

Forsström, S., Njå, M., Munthe, E., Álvarez-Galván, J.-L., & Houldsworth, L. (2025). The impact of digital technologies on students’ learning: Results from a literature review (OECD Education Working Papers No. 335). OECD Publishing. https://doi.org/10.1787/9997e7b3-en

Gagné, F. (2018). Academic talent development and the Differentiated Model of Giftedness and Talent (DMGT). In S. I. Pfeiffer (Ed.), Handbook of giftedness in children (2nd ed., pp. 163–183). Springer. Retrieved from https://books.google.co.ls/books?id=aYVfDwAAQBAJ

Gani, I. P., Toralawe, Y., & Mohehu, F. (2025). Utilization of digital technology in supporting learning independence of economic education students. In Proceedings of the 8th International Conference on Education Innovation (ICEI 2024) (Advances in Social Science, Education and Humanities Research, Vol. 888, pp. 209–215). Atlantis Press. https://doi.org/10.2991/978-2-38476-360-3_20

Khalil, M. (2020). Educational objectives and curriculum: The case of Arab education system in Israel. European Journal of Educational Research, 9(3), 1315–1326. Retrieved from https://www.gavinpublishers.com/article/view/educational-objectives-and-curriculum-the-case-of-arab-education-system-in-israel

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press. Retrieved from https://books.google.ro/books/about/Self_directed_Learning.html?id=ljVZAAAAYAAJ&redir_esc=y

Kontostavlou, E. Z., & Driga, A. M. (2023). Digital technologies for gifted students’ education. Global Journal of Engineering and Technology Advances, 15(3), 191–204. https://doi.org/10.30574/gjeta.2023.15.3.0115

Kozhevnikov, D., Pobedonostseva, M., & Farnieva, M. (2020). Specifics of formation and development of students’ independence in the digital educational environment. ARPHA Proceedings, 3, 1253–1261. Retrieved from https://www.researchgate.net/publication/347162909_Specifics_of_Formation_and_Development_of_Students'_Independence_in_the_Digital_Educational_Environment

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. Retrieved from https://books.google.ro/books/about/Naturalistic_Inquiry.html?id=2oA9aWlNeooC&redir_esc=y

Lionenko, M., & Huzar, O. (2023). Development of critical thinking in the context of digital learning. Economics & Education, 8(2), 29–35. https://doi.org/10.30525/2500-946X/2023-2-5

Mambetalina, A., Nurkeshov, T., Satanov, A., Karkulova, A., & Nurtazanov, E. (2023). Designing a methodological system for the development and support of gifted and motivated students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1098989

Martinson, S. P. (2024). Exploring gifted students’ descriptions of relatedness as motivation in the online high school learning environment [Doctoral dissertation, Grand Canyon University].

Mavlyanova, S. S., Atamuradova, N., Pulatova, N., & Raximkulova, N. (2025). Psychological characteristics of independent thinking. American Journal of Social Sciences and Humanity Research, 5(8), 110–112. https://doi.org/10.37547/ajsshr/Volume05Issue08-26

Meyers, B. C. (2021). Virtual interactive notebooking with gifted learners in an inquiry-based social studies classroom: A mixed-methods action research study on higher-order thinking and student motivation [Doctoral dissertation, University of South Carolina]. Retrieved from https://scholarcommons.sc.edu/etd/6341/

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Miterianifa, M., Ashadi, A., Saputro, S., & Suciati, S. (2021). Higher order thinking skills in the 21st century: Critical thinking. In Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development (pp. 1–10). https://doi.org/10.4108/eai.30-11-2020.2303766

Mohamed, A. M., Emran, A. Q. E., Abdelrady, A. H., & Ali El Deen, A. A. M. (2026). Giftedness and academic motivation in GenAI contexts: The moderating and mediating role of gender and AI anxiety. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1762707

OECD. (2021). 21st-century readers: Developing literacy skills in a digital world. OECD Publishing. https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/05/21st-century-readers_26f2b462/a83d84cb-en.pdf

Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Sage. Retrieved from https://books.google.ro/books/about/Qualitative_Research_Evaluation_Methods.html?id=FjBw2oi8El4C&redir_esc=y

Rawas, S. (2024). ChatGPT: Empowering lifelong learning in the digital age of higher education. Education and Information Technologies, 29(6), 6895–6908. Retrieved from https://doi.org/10.1007/s10639-023-12114-8?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle

Renzulli, J. S. (2021). Reexamining the role of gifted education in talent development. Gifted Education International, 37(2), 103–117. https://doi.org/10.4324/9781003237693-3

Salas-Pilco, S. Z., Xiao, K., & Oshima, J. (2022). Artificial intelligence and new technologies in inclusive education for minority students: A systematic review. Sustainability, 14(20), 13572. https://doi.org/10.3390/su142013572

Sarıtaş, M. T., & Olpak, T. (2022). Examining the relationship between gifted students’ self-efficacy perceptions of information technology and their motivation towards e-learning environments. European Journal of Education and Pedagogy, 3(5), 61–66. Retrieved from https://econpapers.repec.org/article/epwejedu0/v_3a3_3ay_3a2022_3ai_3a5_3aid_3a30449.htm

Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury. Retrieved from https://books.google.ro/books/about/Education_and_Technology.html?id=Ip7pDAAAQBAJ&redir_esc=y

Shcherbina, E. Y., Dorozhkin, E. M., Akimova, O. B., Yadretsov, V. A., & Shcherbin, M. D. (2017). Educational and cognitive independence of students in e-learning. Eurasian Journal of Analytical Chemistry, 12(7), 1221–1228. https://doi.org/10.12973/ejac.2017.00247a

STANIMIROVIĆ, P., Stupina, A. A., GHORBANI, S., & JABBARI, K. H. (2024). Investigating the cost stickiness behavior of organizations after the economic recession caused by the COVID-19 pandemic. Journal of Infrastructure, Policy and Development, 8(7), 3864.

Sternberg, R. J. (2021). Adaptive intelligence: Intelligence is not a personal trait but rather a person × task × situation interaction. Journal of Intelligence, 9(4), 58. https://doi.org/10.3390/jintelligence9040058

Szőköl, I., Psěnáková, I., & Kováč, O. (2023). The influence of innovative teaching methods on student motivation. Acta Educationis Generalis, 13(2), 55–72. https://doi.org/10.53349/resource.2023.is1.a1203

Vrbanović Lisac, D., Marangunić, N., Šimić, S., & Radanović, I. (2025). Understanding student motivation: Differences between general and gifted student populations. Školski Vjesnik, 74(2), 69–88. https://www.ffst.unist.hr/images/50029991/Understanding.pdf

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4

Wigati, E. N., Lidyasari, A. T., & Adi, B. S. (2025). Leveraging digital learning tools to boost student motivation. Mimbar Sekolah Dasar, 12(1), 49–62. https://doi.org/10.53400/mimbar-sd.v12i1.81864

Yavich, R. (2025). Will the use of AI undermine students’ independent thinking? Education Sciences, 15(6), 669. https://doi.org/10.3390/educsci15060669?urlappend=%3Futm_source%3Dresearchgate.net%26utm_medium%3Darticle

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2




DOI: http://dx.doi.org/10.46827/ejes.v13i7.6886

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Yasmeen Naamnih

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).