Prof. Dr. Mohammad Sayel Al-Zyoud, Dean of the School of Educational Sciences at the University of Jordan, emphasized that this forum represents a strategic annual milestone that the School is keen to organize as a vibrant space for communication, a platform for sustainable partnership, and an effective bridge linking the School with its graduates and partners from national and international institutions and employers. This, he noted, contributes to supporting graduates’ effective integration into the labor market and enhancing their professional opportunities.
In his opening address, Al-Zyoud explained that the forum’s slogan—“Effective Partnerships, Inspiring Guidance, and Empowerment for the Future”—reflects the School’s vision to move beyond the traditional concept of university education toward building an integrated educational ecosystem grounded in genuine alignment with the labor market, conscious openness to global educational trends, and empowering graduates with future competencies confidently and effectively.
He pointed out that the School of Educational Sciences draws its distinction from the University of Jordan’s prestigious academic and scientific standing, which over decades has established a leading model in academic excellence, research, and community service. He noted that the University’s global achievements—foremost among them its inclusion among the world’s top universities in the QS rankings—have provided an institutional umbrella supporting the development of its colleges and the excellence of their programs.
Al-Zyoud added that, within this institutional legacy, the School has continued its path toward leadership by focusing on quality, innovation, and responsive engagement with contemporary demands. He explained that the School currently offers thirty-five high-quality academic programs across all levels—bachelor’s, higher diploma, master’s, and doctoral—designed in accordance with the latest international academic standards and aligned with the needs of the educational field locally and regionally.
He further noted that the School has obtained the Jordanian Quality Assurance Certificate in addition to international accreditation, and has achieved advanced positions in specialized global rankings, placing it among the world’s leading schools in educational sciences—an achievement that reflects the quality of its programs, the competence of its academic staff, and the impact of its research output, while underscoring its commitment to a culture of institutional excellence.
Al-Zyoud explained that academic program development at the School is based on comprehensive periodic reviews of study plans and the adoption of modern educational models centered on active learning, project-based learning, competency-based education, and practical application, ensuring integration between theoretical knowledge and field practice.
He emphasized the School’s particular attention to developing students’ and graduates’ life and work skills—especially effective communication, teamwork, leadership, problem-solving, critical thinking, and professional ethics—alongside strengthening digital skills through the integration of modern educational technologies, e-learning, digital content design, artificial intelligence applications in education, and educational data analysis. These competencies prepare graduates to work in advanced and evolving educational environments.
Addressing labor market responsiveness, Al-Zyoud noted that the School has introduced new academic programs and developed existing ones to enhance graduates’ employability and prepare them for future professional roles in education, training, educational development, digital education, and early childhood education. He stressed that aligning educational outcomes with labor market needs is a strategic priority for the School.
He also highlighted major global educational trends shaping the future of education, including the shift from content-based to competency-based education, digital and blended learning, the integration of artificial intelligence in education, lifelong learning, inclusive education, attention to mental health and social support, and linking education to sustainable development and community service. He emphasized that addressing these transformations requires genuine partnerships among academic institutions, graduates, and employers.
Al-Zyoud affirmed that the School’s role extends beyond academic instruction to encompass community service, support for national educational policies, and the implementation of training programs and applied research that contribute to human development and the reinforcement of citizenship and belonging. He stressed that the School places the human being at the heart of its mission, believing that the greatest investment is investment in building minds and values.
He praised the School’s strategic partnerships with numerous national and international institutions, noting that these collaborations have contributed to academic program development, capacity building, support for educational and developmental initiatives, and the enhancement of cultural dialogue and knowledge exchange.
In closing, Al-Zyoud addressed the graduates directly, emphasizing that they are the beating heart of the School and the true indicator of the success of its programs and partnerships. He affirmed that the School will remain their academic and professional home and a strong supporter of their aspirations and initiatives, expressing confidence in their ability to make a genuine positive impact in their institutions, communities, and nation. He reiterated that the Partnership, Guidance, and Professional Empowerment Forum embodies the School’s national and educational mission and its ongoing commitment to preparing graduates who possess high ethical standards, professional competence, and the ability to compete and innovate in a rapidly changing world.
For his part, Mr. Cameron Mirza, Director of the ASAS Project for developing early childhood education programs in Jordanian universities, stated in his opening remarks that artificial intelligence is no longer an optional technological add-on in education, but rather a central element reshaping teachers’ roles and professional practices. This reality, he said, places responsibility on teacher-preparation institutions to develop graduates’ competencies to keep pace with this rapid transformation.
Mirza explained that global trends in AI use in education indicate a shift in the teacher’s role from “content deliverer” to “learning facilitator,” with AI systems handling repetitive tasks such as research, summarization, test construction, and initial feedback—allowing teachers more time to design deeper and more interactive learning experiences.
He noted that AI-supported classrooms have become more learner-centered due to adaptive learning pathways that account for individual differences, real-time data dashboards that reveal strengths and learning gaps, and early-warning indicators for students needing additional support. He emphasized that the teacher’s role remains central in interpreting these data and translating them into meaningful educational interventions.
Mirza stressed that this new reality requires graduates of schools of educational sciences to acquire new professional competencies, foremost among them AI literacy, responsible use of AI, understanding its limitations and risks, awareness of data ethics related to privacy, bias, and transparency, and the ability to critically evaluate AI outputs.
At the same time, he emphasized that the growing role of technology necessitates strengthening the human dimension of teaching, including empathy, values formation, social and emotional support, creativity, critical thinking, collaboration, and building a positive classroom culture based on trust and belonging—areas that AI cannot replace.
He warned of ethical, social, and cognitive risks associated with the misuse of AI, such as the decline of deep thinking skills, reduced intellectual originality, overreliance on ready-made answers, and challenges to academic integrity. He stressed that such technologies should not be used in high-stakes decisions related to assessment, guidance, or student discipline.
He concluded by emphasizing that genuine partnership between educational institutions and their graduates rests on preparing an aware teacher capable of using AI as a supportive tool for learning—not a substitute for the teacher—thereby improving educational quality, achieving sustainable development, and reinforcing lifelong learning.
In turn, Dr. Sahar Abu Hilo, Assistant Dean for International Accreditation and Global Rankings at the School of Educational Sciences, stated that the Partnership, Guidance, and Professional Empowerment Forum represents a practical embodiment of the firm belief that preparing distinguished teachers cannot be achieved in isolation from the educational field, but rather through genuine partnerships grounded in trust, integration, and shared responsibility.
In her opening address, she welcomed educational partners from the Ministry of Education, the private education sector, educational institutions and centers, as well as international partners, noting that this broad participation reflects sincere belief in the value of collaborative work in enhancing teacher impact and improving educational outcomes in Jordan.
Abu Hilo explained that the School views the forum as a space for constructive dialogue and mutual trust-building, and as a platform for aligning visions between academic institutions and the educational field. She noted that effective educational partnerships are built on mutual respect, experience exchange, and joint efforts to improve teacher-preparation programs and ensure their alignment with the evolving educational reality.
She added that this approach aligns with the University of Jordan’s vision of excellence and leadership locally and globally in education, research, and sustainable development, and with its mission to prepare qualified, creative graduates capable of serving their communities, keeping pace with technological advancement, and meeting labor market needs.
She emphasized that the forum underscores the School’s conviction that educational quality is the product of integrated roles between the University and its partners, stressing that partners are not merely supporters but true stakeholders and active collaborators in continuous development and improvement. Their expertise and feedback, she noted, contribute to program enhancement, graduate readiness, and increased professional impact in schools.
Abu Hilo pointed out that this year’s forum features a qualitative development in both form and content, moving from passive attendance to active participation through interactive workshops designed to serve cooperating teachers, specialists, students, and graduates—within a framework of collaborative learning, experience exchange, and linking theory with practice.
She affirmed the School’s commitment to sustained professional engagement with its graduates and shared responsibility toward them through continuous support, empowerment, and training opportunities—considering this an integral part of its educational mission and a cornerstone in building aware teachers capable of making a positive difference in their students’ lives.
She also stressed that partnerships with the educational field are central to fostering a culture of quality and meeting national and international accreditation requirements, noting that stakeholder participation in evaluating program outcomes, improving them, and providing real-world evidence of quality and impact is fundamental to the School’s journey toward leadership and innovation.
In conclusion, Abu Hilo affirmed that graduates of the School of Educational Sciences are the makers of excellence and the true indicator of academic program success and partnership effectiveness. Every impactful teacher in the field, she said, is an extension of the School’s mission and proof that partnerships built on trust and sustainability yield real impact in schools, communities, and the nation. She emphasized that preparing an impactful teacher is a national and ethical responsibility that transcends programs and accreditations.
Training Workshops and Career Fair
In the second session of the forum, a series of specialized training workshops were held in parallel across several halls, addressing diverse educational fields aligned with graduates’ needs and labor market demands. All workshops focused on enhancing practical skills and linking theoretical knowledge with professional practice.
In Counseling Psychology, a workshop titled “Restoring Emotional Balance” focused on mental health support and emotional regulation skills for teachers, presented by Dr. Jana Abu Raddad and Dr. Lina Ashour.
In Early Childhood Education, a workshop titled “Play and Inquiry in Early Childhood: Designing Rich Learning Experiences” was delivered by Dr. Rana Ghazawi, focusing on integrating play and inquiry strategies into effective learning experiences.
A workshop on Artificial Intelligence Applications titled “Using AI Tools in Digitizing Educational Content and Scientific Research” was presented by Dr. Tahani Al-Khatib, addressing digital tools for content development and research support.
In Special Education, a workshop titled “Professional Competencies for Special Education Graduates amid Contemporary Educational Transformations” was delivered by Dr. Amal Melkawi and Dr. Ahmad Hamdan.
In Library and Information Science, a workshop titled “From Lecture Halls to School Library Information Specialist” was presented by Dr. Alaa Al-Armouti, focusing on practical skills for school library environments.
A workshop for Classroom Teachers titled “The Revised Jordanian Curricula for Grades 1–3: Development Mechanisms, Structure, and Implementation Reality” was delivered by Dr. Omar Abu Ghalyoun.
These workshops reflect the School’s vision of providing interactive learning environments, enhancing graduates’ professional competence, and empowering them with modern educational tools—aligned with the forum’s slogan.
The forum also included a specialized career fair featuring governmental and private institutions working in education, training, counseling, special education, and educational technology. The fair enabled graduates to explore job and training opportunities, establish direct communication with employers, and learn about labor market requirements and needed skills.
The strong engagement of graduates and students highlighted the value of direct interaction with institutional representatives and professional guidance on career pathways, recruitment processes, and continuous professional development—enhancing readiness for transition from academia to professional life.
This diverse participation by local and international partners confirms that the Partnership, Guidance, and Professional Empowerment Forum serves as a unifying platform bringing together academics, graduates, and employers within a shared vision aimed at supporting graduates, enhancing employability, and reinforcing sustainable partnerships in education development and community service.