Faculty members conduct research in the following areas:

  • Science and mathematics education, especially teachers' knowledge and beliefs, the nature of scientific knowledge, use of case studies and video in education and training of teachers, students’ alternative concepts in science, the use of technology in education, representation and communication in the mathematical discourse.
  • English language teaching, especially the acquisition of English as a foreign language, as well as teaching methods.
  • Educational administration, particularly educational leadership and strategic planning.
  • Other areas of education, such as democracy education, teacher professional development, and curriculum analysis and development.


The Faculty of Education has several partnerships and agreements with local, regional and international partners focusing on cooperation in research, development and training. For example, an agreement with Save the Children in the occupied Palestinian territory trains principals, counselors and teachers in Inclusive Education. The three-year project will commence in April 2015 and is the fourth join project with the international organization over three years.

In 2012, the faculty began participating in a Tempus project along with 14 other universities from five countries. American University in Cairo (AUC) is leading the project, which focuses on Action Research, Continuous Professional Development and the Practicum. The faculty is also participating in an Erasmus + project with five other local and foreign universities. The faculty will be working with Canterbury Christ Church University and another two universities in Finland and the Netherlands. The project, slated to end in 2018, will work to develop graduate programs in Inclusive Education, Information Technology and building faculty research capacity.


A team of educators from the faculty of education was awarded a research grant by the Council of Scientific Research of the Ministry of Education. The project title is “The Effectiveness of a Professional Development Model that Depends on the Content Knowledge for Science and Math Teachers.” The two-year project is developing a professionaldevelopment model for grade ten science teachers and grade eight math teachers.