IN GLOBAL
HIGHER ED
1 September 2024
Technological
Innovation
FEATURING
VOLUME 1
Leadership Spotlight
Interview with Ghassan
Aouad, Chancellor of Abu
Dhabi University
Academic Perspectives
Dr. Khouloud Salameh on
AI, Quantum Computing
and Beyond
Institution Profile
University of Wollongong,
Dubai
Special Topics
The Rise of Virtual
Exchanges and Why
They’re Here to Stay
Trends
Edtech Trends to
Watch in 2025
Regional Focus
Table Of Contents
Editorial:
Welcome to
UniNewsletter:
A Note from the Editor
in Chief
Laura Vasquez Bass
Special
Topics:
The Rise of Virtual
Exchange Programs
and Why They’re Here
to Stay
Editorial Team
Academic
Perspectives:
Shaping Tomorrow's
Innovators: AI, Quantum
Computing and Beyond
Dr. Khouloud Salameh
Regional
Focus:
Technological
Innovation in Global
Higher Ed
Editorial Team
Leadership
Spotlight:
An Interview with the
Chancellor of Abu Dhabi
University (ADU)
Professor Ghassan
Aouad
Trends:
Edtech Trends to
Watch in 2025
Editorial Team
Institution
Profile:
University of
Wollongong, Dubai
04
08
14
21
26
36
30
Cover Story
Ready to see how
universities are
transforming
global education?
Dive into the
revolution of
virtual exchanges!
Page 07
Page 14
Page 36
Laura Vasquez Bass
VOLUME 1
Welcome to
UniNewsletter
A N O T E F R O M T H E
E D I T O R I N C H I E F
Editor in Chief
LAURA VASQUEZ BASS
Curious about how language
barriers impact higher
education? Discover how
UniNewsletter is transforming
access to educational
information and fostering
genuine connections between
students and institutions. Read
on to learn more!
EDITORIAL
Technological Innovation. UniNewsletter, Volume 1 | EDITORIAL
ith nearly 30 years
of experience as a
marketer
and
student
recruit-
ment strategist for
multiple
interna-
tional institutions, our founder,
Mohammed Hettini, had long
recognized some of the most
impermeable barriers to acces-
sibility, inclusivity and compre-
hensive information dissemina-
tion in higher education. During
the course of numerous interna-
tional visits, roadshows and
exhibitions he noticed that with-
out the assistance of a transla-
tor audience interaction would
have been impossible. Mr. Hetti-
ni wondered how many oppor-
tunities for authentic connec-
tions and knowledge exchange
had been lost due to a lack of
infrastructure to support linguis-
tic diversity, thus, reciprocal
understanding. Born from this
seemingly perpetual concern,
however, was the idea for a
A Note from the
Editor in Chief
platform that would allow people
to access information and learn
in their native languages, thus
ensuring better engagement and
understanding: UniNewsletter.
It
is
our
sincere
delight
to
welcome you to the inaugural
edition of our magazine, which
has been many years in the
making. Our mission at UniNews-
letter is to create a platform
where students from targeted
regions can easily navigate and
find information about universi-
ties, scholarship programs and
current trends in higher educa-
tion—all in their native languages.
By removing the problem of
language barriers, we aim to
foster unambiguous connections
between students and institu-
tions, empowering students to
make informed decisions about
their educational futures.
Additionally, as Mr. Hettini’s many
years of operating strategic inter-
national
student
recruitment
campaigns and events illumi-
nates, one of the imperatives for
the future success of universities
is to enhance their visibility in the
eyes of a global audience. By
showcasing institutions’ achieve-
ments and offerings in multiple
languages, we help universities
build their brand awareness and
attract a diverse pool of interna-
tional students. Not only does this
EDITORIAL | Technological Innovation. UniNewsletter, Volume 1
UniNewsletter:
Bridging language
barriers in higher
education, fostering
connections, and
empowering
students globally
“
“
Technological Innovation. UniNewsletter, Volume 1 | EDITORIAL
approach benefit the students,
but we also aim to support the
sustainability
of
the
higher
education sector by promoting
a representative mix of global
voices.
In each issue of UniNewsletter,
readers can expect us to cover
a wide range of topics relevant
to students and higher educa-
tion institutions alike. One of our
key features is our regional
focus. Each issue will include a
dedicated section that high-
lights the unique educational
landscapes of regions such as
the MENA region, the CIS region,
South Asia, Africa, Latin Ameri-
ca and more. Through these
regional
spotlights,
we
will
showcase
innovative
approaches to higher educa-
tion and provide a platform for
local voices to be heard. This
approach not only enriches our
content but also ensures that
we are addressing the specific
needs and interests of our
diverse readership.
In addition to regional cover-
age, UniNewsletter will feature
leadership spotlights, where we
interview prominent figures in
higher education about their
perspectives on educational
policies and other pertinent
topics, such as technological
innovation—as
we
have
covered in this first issue. These
interviews will provide readers
with valuable insights from
thought leaders and experts in
multiple
fields,
offering
a
deeper understanding of the
challenges and opportunities
facing higher education today.
Furthermore, we will feature
articles
discussing
(but
not
limited to): trends in higher
education;
academic
and
industry voices who will discuss
research, academic programs,
student
employability
and
more; special topics; academic
programs;
and
scholarship
opportunities. Our goal is to
provide valuable insights and
information that help students
make informed decisions and
stay updated on the latest
developments in higher educa-
tion. Through our multilingual
approach, we aim to make this
information
accessible
and
engaging for all.
UniNewsletter is more than just a
publication; it is a mission-driv-
en initiative born out of a genu-
ine
desire
to
make
higher
education more salient and
inclusive. We are committed to
serving you, our readers, by
bridging the higher education
communication
gap
and
empowering students and insti-
tutions
alike
through
our
(net)work. We invite you be part
of the transformative impact
that
UniNewsletter
aims
to
achieve.
SPECIAL TOPICS
The Rise of
Virtual
Exchange
Programs
and Why They’re
Here to Stay
Editorial Team
Virtual Exchange, defined by Robert O’Dowd,
Professor of English as a Foreign Language and
Applied Linguistics at University of León, Spain, as
“students from different cultural backgrounds
working together in online networks,” has been
integral to foreign language learning programs
for
decades.
The
Department
of
Modern
Languages and Literatures at the University of
Miami, US, for example, piloted their own Virtual
Immersion Program in 2011, whereby students
converse over video conference with students
from international institutions in their target
language (Portuguese, Spanish, French, Arabic,
Chinese,
German,
Hebrew,
Italian
and
Japanese). However, the topography of VEs and
their
prominence
within
Higher
Education
Institutions (HEIs) has been irrevocably altered
since the beginning of the COVID-19 pandemic in
2020.
Out of necessity, to try and provide students with
a learning experience comparable to in-person
learning, a variety of virtual programs—including
exchanges
and
co-taught
classes
by
international
educators—were
adopted
by
campuses all over the world. Universities,
however, seem to be heeding Dowd’s critique
that “Virtual Exchange is not an ‘emergency tool’
to be considered only in times of pandemics and
limited international travel.” Rather, VE programs
are rapidly expanding globally, and there are
indications they’re here to stay.
Why are VEs still popular in a
post-pandemic
education
landscape?
Even once COVID-19 imposed lockdowns were
lifted and in-person classes resumed, college
campuses felt surreally quiet and lacking the
usual buzzing energy and excitement that we
typically associate with spaces where young
people learn and socialize. It took quite some
time before campus life began to truly feel
‘normal’ again, and once it did, it seemed that
there was a push to make up for lost time and
engage in as much in-person, immersive
learning, socializing and cultural exchange as
possible. However, while once deployed as a
temporary measure, the benefits of VEs became
so
palpable
that
many
institutions
have
continued to offer—and even, create—these
programs. Yoav Wachsman, Professor at Coastal
Carolina University, US, highlights VEs have
several benefits for universities and students
alike, such as “low cost, more capacity, no visa
Virtual Exchange is
not an ‘emergency
tool’ to be
considered only in
times of pandemics
and limited
international travel
-Robert O’Dowd
“
Technological Innovation. UniNewsletter, Volume 1 | SPECIAL TOPICS
“
restrictions, and more flexibility.” VEs are particularly
lucrative for universities as they require no physical
space and traditional caps placed on student
enrollment do not apply to the same extent.
Additionally, one of the biggest barriers to student
participation in international exchange programs is
economic inequality. It is unfortunately the case
that
many
students
are
simply
unable
to
participate
in
in-person
exchange
programs
because of lack of funds, limitations on travel—such
as family dependence on the student—not to
mention stringent visa restrictions that prevent
students from travelling, even when there are no
financial barriers. The demographics of students
who
are
excluded
from
these
exchange
experiences poses a problem for the inclusion of
diverse and inclusive voices in education. In 2022,
UNESCO
released
a
report,
“Moving
minds:
Opportunities and challenges for virtual student
mobility (VSM) in a post-pandemic world,” which
outlines that virtual student mobility (VSM)—as
opposed to the traditional crossing of international
borders
to
obtain
different
educational
experiences—has the potential to democratize
education. Erasmus+ and European Solidarity
Corps, in fact, created a diversity and inclusion
strategy for 2021-2027 to prioritize making their
programs accessible to all, including individuals
with fewer opportunities due to social, economic,
cultural, geographical or health-related barriers.
What indicates VE programs
are here to stay?
Aside from the democratizing aspects and other
benefits of VEs, designing and running high quality
programs is simply becoming easier for universities.
The Stevens Initiative, which was established in 2014
to promote VE and gather funding for organizations
to administer VE programs between youth in the
US, North Africa and the Middle East, has since
launched the Virtual Exchange Academy to
train educators how to begin their own
exchange programs. The Academy aims to
“mobilize education and exchange leaders in
driving virtual exchange adoption in their local
communities and networks.” In 2022, the
Academy trained over 80 education leaders
from 19 countries and territories, including
individuals from North, East and West Africa, the
UAE and South America. Once completed,
graduates are eligible for exclusive funding and
mentorship benefits. UNICollaboration, similarly,
offers VE-training specifically geared toward
the European market. Both the breadth and
success of these trainings suggests that the
investment in VE is growing on a global scale.
SPECIAL TOPICS | Technological Innovation. UniNewsletter, Volume 1
Technological
advancements
and global
training
initiatives are
making Virtual
Exchanges a
lasting
component of
education
10
In addition, technological advancements are
dramatically transforming the VE experiences of
the past, which almost exclusively relied on basic
video
conferencing
software
alone.
Edtech
developments are making VE experiences more
comparable to traditional in-person exchanges,
thus increasing their popularity. Virtual Reality
technologies, in particular, create thoroughly
immersive environments, which allows students
to collaborate and learn with their international
classmates in virtual, interactive classrooms.
These student collaborations are also enhanced
by the expanding features of companies such as
Zoom and Coursera. Zoom now offers features
such as ‘Immersive View,’ which simulates a
classroom
setting,
and
additionally
offers
real-time language translation and interactive
features such as polls, quizzes and virtual
hand-raising. Coursera also offers translation
services, as well as collaborative features such
as enhanced peer-review systems that enable
students from different countries to work closely
together on assignments.
In conclusion, in our increasingly globalized
higher education landscape VE offers the
promise
of
equalizing
access
to
learning
experiences that would have previously excluded
large
student
populations,
simultaneously
providing universities with a low-cost way to
engage in inter-cultural knowledge exchange.
What remains to be seen—given the way that VE
programs are increasingly structured around
new technologies—is how the ‘digital divide’ can
be reduced over time and open up these
opportunities even further.
Virtual Exchange programs offer
universities low cost and greater
flexibility
SPECIAL TOPICS | Technological Innovation. UniNewsletter, Volume 1
11
14
ACADEMIC PERSPECTIVES
Shaping Tomorrow's
Innovators
AI, Quantum Computing and Beyond
Dr. Khouloud Salameh
Imagine an educational environment where technology
transforms learning. At AURAK, we're advancing
education with AI, robotics, and quantum computing,
preparing the leaders of tomorrow. Join us in this
educational revolution!
As an Associate Professor and the
Chair of the Computer Science and
Engineering
Department
at
the
American
University
of
Ras
Al
Khaimah (AURAK), my consistent
goal has been to equip students with
the necessary skills to not only adapt
to the swiftly evolving technological
landscape, but to also be the inno-
vators driving that change. Leverag-
ing
my
expertise
in
computer
science, especially in digital ecosys-
tems and data representation, my
professional focus has been on
integrating advanced technology
into research and teaching.
It's really cool
that AI-powered
personalized
learning systems
can adapt to
each student's
specific needs
I believe that technology should not
only enhance traditional education-
al methods, but revolutionize the
entire learning experience. I view
technology as a driving force for
creating a more interactive and
effective educational environment.
This is achieved through the integra-
tion of new technologies into our
department's operations, classroom
settings and individual research
projects.
Here at AURAK, one of the primary
ways by which we integrate technol-
ogy is the effective use of innovative
laboratory facilities. For instance, our
state-of-the-art
AI
laboratory
features high-performance com-
puting
clusters,
AI
workstations,
robotics kits and IoT devices. These
resources
enable
students
and
faculty to engage in hands-on
learning and conduct innovative
research.
Many technologies have revolution-
ized our course delivery at AURAK,
resulting in more personalized and
adaptive learning experiences. For
“
Technological Innovation. UniNewsletter, Volume 1 | ACADEMIC PERSPECTIVES
15
“
Dr. Khouloud
Salameh
Associate Professor and the
Chair of the Computer Science
and Engineering Department
at the American University of
Ras Al Khaimah (AURAK)
16
example, adaptive learning is facilitat-
ed by AI tools, which offers students
personalized resources and feedback
based on their individual progress. In
addition, our focus on establishing
industrial liaisons has allowed us to
offer our students the opportunity to
work on real-world projects. One nota-
ble project with RAK Municipality
involved students utilizing artificial
intelligence
to
forecast
energy
consumption patterns in buildings.
Additionally, our capacity to train
sophisticated
machine
learning
models and process large datasets
has been substantially enhanced by
AURAK's investment in the DGX A100
high-performance computing system.
This system has not only improved the
quality of our research projects, but
has also provided students with inval-
uable hands-on experience working
with industry-standard tools—such as
training deep learning models on large
datasets in our advanced courses.
At AURAK, I'm really excited about what
the future holds for quantum comput-
ing,
blockchain
technology
and
personalized learning tools powered
by AI. Quantum computing could help
us solve problems we thought were
impossible before, which would lead to
new and important studies. Also,
Blockchain technology can help us
keep track of our academic records in
a safe and open way. This will make
administration easier and make our
titles more trustworthy. It's really cool
that AI-powered personalized learning
systems can adapt to each student's
specific needs. This makes learning
more
fun
and
effective.
These
improvements are about to change
the way we teach, which will keep
AURAK at the cutting edge of higher
education innovation.
ACADEMIC PERSPECTIVES | Technological Innovation. UniNewsletter, Volume 1
I believe that
technology
should not
only enhance
traditional
educational
methods, but
revolutionize
the entire
learning
experience
“
17
“
• 25 undergraduate and postgraduate programmes
• Programmes taught in French, English and Arabic
• 45 Researchers
• International student exchange program
• Excellence scholarships
• Diverse student population of 90+ nationalities
• In Abu Dhabi, named safest city in the world
Nobel Prizes
since 2004
Globally recognised French degrees
accredited by the UAE
WORLD CLASS
EDUCATION IN
THE UAE!
41st
Shanghai Ranking
(Globally)
93k
sqm state-of-the-art campus
with onsite sports facilities,
dorms and library
sorbonne.ae
3k
Alumni
SCHOOL
OF ARTS &
HUMANITIES
st
Humanities Education
University
(Forbes Awards 2019)
st
Communications School
in France
(Le Figaro Etudiant 2024)
SCHOOL
OF SCIENCE &
ENGINEERING
th Shanghai Ranking
for Mathematics
17
th Shanghai Ranking
for Physics
SCHOOL OF LAW,
ECONOMICS &
BUSINESS
st
Université Paris Cité: France's top
ranking for publication impact
(Leiden Rankings)
19
th Internationnaly
(THE Young University Rankings)
28
REGIONAL FOCUS
20
UniNewsletter
highlights
global
innovations
transforming
higher
education and
fosters
international
connections
Technological
Innovation
in Global Higher Ed
Editorial Team
Cover Story
One of the primary goals of
UniNewsletter is to serve as
a platform for news, knowl-
edge
and
dialogue
exchange
between
an
engaged global audience.
We take pride in highlighting
and sharing the diverse
contributions to knowledge,
innovation and leadership of
institutions
all
over
the
world. This inaugural issue of
UniNewsletter, “Technologi-
cal
Innovation
in
Global
Higher Ed,” take its title from
this featured article which
foregrounds the work of
institutions
in
the
MENA
region, East Africa, the Indian
Subcontinent, the CIS region
and Latin America to devel-
op and incorporate technol-
ogies that are shifting the
textures of the higher edu-
cation landscape. We
sincerely
hope
that
our
readership,
prompted
by
these short overviews, is
inspired to make connec-
tions with global partners
who are motivated by the
same intellectual pursuits
and causes for revolutionary
innovation.
Creating the Smart
Campuses of Tomorrow:
Case Studies from the
MENA Region
Universities
in
the
MENA
region are heavily investing
in making their campuses as
environmentally
sustaina-
ble, secure and streamlined
as possible—including prior-
itizing services that offer
enhanced support and con-
venience for students. Both
Technological Innovation. UniNewsletter, Volume 1 | REGIONAL FOCUS
21
Explore the Future of Education with UniNewsletter
In our debut issue, discover how universities worldwide are transforming
learning with cutting-edge technology. Read about innovations in the MENA
region, East Africa, the Indian Subcontinent, and more. Get inspired and join
the educational revolution!
Universities in
the MENA and
East Africa
regions are
pioneering
smart campus
technologies
and
collaborative
platforms to
enhance
learning,
community
engagement
and regional
development
Khalifa University, UAE, and the University
of
Jordan,
Jordan,
have
developed
campus assistance mobile apps, for
example, that use smart technology to
make campus life as convenient as possi-
ble.
Khalifa
University’s
app
provide
students with instant access to informa-
tion about schedules, campus events and
academic resources, and the University of
Jordan’s app integrates information relat-
ed to course registration, library access
and campus navigation. Many universities
in the MENA region, including United Arab
Emirates University (UAEU), UAE, and Qatar
University, (QU), have leveraged IoT tech-
nologies to create connected and respon-
sive learning environments. Classrooms
feature smart boards and interactive
displays, which enhance the learning
environment and facilitate real-time
student engagement and collabora-
tion. In addition, the American University
of Beirut (AUB), Lebanon, has invested in
VR and AR technologies to create
immersive learning spaces, allowing
students to engage in virtual labs and
interactive simulations. It is apparent
that universities in the MENA region are
displaying a deep commitment to
remaining at the forefront of advances
in Smart campus technologies.
Collaborative Learning
Ecosystems: East African
Universities, Technology and the
Wider Region
The ways that universities in East Africa
are leveraging technologies to support
collaboration and support for their
REGIONAL FOCUS | Technological Innovation. UniNewsletter, Volume 1
22