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Authentic Learning and Assessment in Lebanon and UAE Private 
Schools: Implementation, Impacts, and Challenges 

Nadim S. Taha and Samar Thebian 

Modern University for Business and Science, Beirut, Lebanon 

Abstract 

In today's world, it is vital to establish an educational system that equips students with 
critical thinking and problem-solving abilities, rather than encouraging them to be passive 
learners. To achieve this aim, authentic learning and assessment are crucial. This 
research seeks to explore the implementation of authentic learning and assessment, their 
impact, and the challenges faced by teachers in private schools in Lebanon and the 
United Arab Emirates (UAE). The study employs a mixed-methods approach to gather 
data from a survey that includes closed and open-ended questions for 91 teachers in ten 
private schools (50 teachers from Lebanon, five private schools from Mount Lebanon, 
and 41 from the UAE). The findings demonstrate that authentic learning and assessment 
are effective in developing teaching strategies and improving learning outcomes in both 
countries, despite the challenges that teachers face. The research also reveals a 
significant positive impact on student performance in Lebanon. As a result, the study 
provides valuable insights into future interventions to promote education in both the Arab 
and global contexts. 

Keywords: authentic, assessment, impacts, challenges, Lebanon, UAE 

It is crucial to incorporate authentic learning and assessment in the current school 
curricula to meet the 21st-century themes and skills (Revington, 2018). Authentic learning 
happens when students apply what they have learned in the classroom to the 
complexities and ambiguities of real-life circumstances. This learning engagement should 
reflect real-world, complex problems and their solutions, using various activities such as 
role-playing exercises, problem-based scenarios, case studies, and participation in virtual 
communities. (DeVito, 2016). It is considered an effective form of education, either as a 
contrast to or in conjunction with traditional methods. Several researchers have studied 
and improved traditional education, which is still prevalent in countries such as Lebanon 
and the United Arab Emirates (UAE) (Lombardi, 2007; Sahera, 2022; Chaaban, 2021; 
Halloun, 2018). Learning in a traditional setting involves a teacher-centered approach 
where the instructor conducts lessons according to the study program and curriculum 
structure within the confines of a classroom (Rashty, 2013). Also, this form of education 
is based on 19th-century philosophy, executed in outdated settings, and under 
unfavorable conditions, leading to flawed instruction and poor learning outcomes. 
Therefore, authentic learning and assessment can enhance the traditional teaching 
approach to education and improve students’ learning (Halloun, 2018). 

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Purpose of the Study  

This study aims to investigate how teachers in the UAE and Lebanon incorporate 
authentic learning and assessment methods in their teaching practices. The study also 
seeks to determine the impact of these strategies on students' academic performance, 
achievement, and behavior, as well as the challenges teachers face during planning, 
implementing, and assessing authentic learning. 

Significance of the Study 

The study provides teachers with knowledge, skills, and strategies to help them effectively 
implement authentic assessment techniques in their classrooms. This can improve 
teaching methods and elevate student learning outcomes. This study intends to contribute 
to the existing literature on authentic learning and assessment by providing empirical 
evidence on its impact on student’s achievement and behavior. As there is currently 
insufficient research on authentic learning and assessment in the UAE and Lebanon, this 
study is significant in urging the Ministry of Education in these countries to conduct further 
research studies and develop tools to evaluate teaching methods in school curricula and 
assess their effectiveness. 

Research Questions  

1. How do teachers in Lebanon and the UAE implement authentic learning and 
assessment?  

2. What is the effect of authentic assessment on students' academic performance, 
behavior, and achievements in schools in Lebanon and the UAE?  

3. What are the challenges that teachers encounter during authentic learning 
planning, implementation, and assessment processes? 

Literature Review 

The Transition to Authentic Learning 

In the context of traditional education, true knowledge can be canned between the 2 
covers of a textbook, unpacked, and delivered through lecture and demonstration to 
students sitting quietly between the 4 walls of a classroom during 6 (or 7) packed periods 
a day under one-size-fits-all all curricula (Halloun, 2017). Traditional practices like 
teaching to the test, be it school, state, or other high-stakes exams, can lead only to rote, 
short-term learning and never to meaningful learning sustained in long-term memory, 
especially not to the development of 21st-century skills and dispositions (Mourshed, 
2010). People who believe in traditional learning seem also to ignore or turn a blind eye 
to comparative research and studies that keep showing that Lebanon lags behind most 
countries around the globe when it comes to students' meaningful understanding of what 
our curricula are supposed to cover (Halloun, 2018).  

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Education must bring about well-rounded, creative, innovative value-driven citizens 
actively sensible to local and global causes and issues (OECD, 2016). Therefore, in 
today’s classrooms, traditional methods commonly associated with objectivism, 
behaviorism, and transmission models of teaching, are being replaced with approaches 
that emphasize active learning and students’ diverse needs (Roessingh, 2011). These 
non-traditional, active, or authentic learning methods of instruction have become a 
necessity at all levels of education to support students’ acquisition of 21st-century skills 
(Niemi, 2002). On the other hand, if the United Arab Emirates aims to increase the 
student’s academic performance so that they can achieve competitive levels 
internationally and link to the concept of the knowledge economy, then there would be 
cultural changes, improvements, and shifts along with the reforms in education (Tabari, 
2014). In Tabari’s working paper, many teachers in Ras Al Khaimah highlighted the 
traditional curriculum as a major contributor to the difficulties they experienced both in 
terms of quality and the primary method of instruction (through rote learning). Like other 
nations, the UAE needs to work continuously to introduce necessary reforms in education 
to increase the potential it has (Aleisseh, 2021). 

Definition of Authentic Learning and Assessment  

Authentic learning emphasizes learning by experience, problem-solving, and associating 
with everyday life. In authentic learning insight, students are active learners and teachers 
are guides and facilitators of the learning process (Koçyiğit, 2013). Authentic assessment 
is a more meaningful or significant form of evaluation (Wiggins, 1999). Two studies by 
Goodrich-Andrade (2000) and Hart (2004) suggest that assessment is authentic when it 
enables students to communicate their academic strengths, as well as their educational 
needs. Authentic assessment involves asking students to perform real-world tasks that 
demonstrate their essential knowledge and skills (Mueller, 2011). It is a method of 
evaluation that is also known as performance assessment which aims to implement 
creative and effective learning experiences to assess students’ skills in a realistic situation 
(Fisher, 2019). Assessing if students can transfer learned skills and knowledge from the 
classroom to another context is the crux of an authentic process-centered approach 
(Kinay, 2018). 

Authentic Learning and Assessment Tasks 

Authentic learning practices and assessments involve a variety of methods that immerse 
students in real-world scenarios, requiring them to apply their critical thinking skills and 
problem-solving abilities. For example, simulation-based learning involves using 
environments that simulate real-life situations and role-playing to equip students with the 
communication, collaboration, and leadership skills required for their future professions 
(Chernikova, 2020). Inquiry-based learning, problem-based learning, and project-based 
learning are other examples of authentic performance tasks where students work together 
in teams to explore complex questions and resolve challenging problems to gain new 

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knowledge and skills (Savery, 2016; Lombardi, 2007; Hmelo-Silver, 2004). Going on field 
trips, writing reports, and recording videos are some further examples of how students 
can participate in authentic learning experiences (Craft, 2015). With the advancement of 
technology, authentic assessments can be conducted through the use of student blogs, 
electronic role-play, posters/infographics, videos, e-booklets, e-portfolios, virtual 
simulations, and electronic resources like apps and wikis (Chermak, 2015). Students can 
also create 3D virtual reconstructions using 3D model editor applications, allowing them 
to learn by reconstructing places from the real world (Kopcha, 2003).  

Impacts of Authentic Learning and Assessment on Students’ Performance, 
Achievement, and Behavior 

Authentic learning and assessment have a positive impact on students' thinking, social 
skills, and behavior. According to Lombardi (2007), authentic assessment can motivate 
and inspire students to explore various aspects of themselves and the world that they 
might otherwise overlook. Olusola-Fadumiye et al. (2022) argue that authentic learning 
effectively enhances students' learning outcomes, assimilation of knowledge, and social 
skills. Academically, it encourages students to construct their knowledge, engage in 
problem-solving, practice higher-order thinking, and reflect on real-world contexts. 
Socially, it increases interaction and collaboration, empowers students' social relations, 
and boosts their motivation. Authentic learning also improves students' behavior, 
increases their sense of responsibility, and maintains a positive attitude toward learning 
(Gürgil, 2018). 

Challenges of Authentic Learning and Assessment 

Although authentic assessment has numerous benefits, it is also associated with some 
challenges (DeCastro & Cho, 2005). One of the main hurdles is that some teachers may 
not be familiar with the definition, implementation, and methods of authentic learning and 
assessment. Authentic learning has become increasingly popular in the past decade; 
however, many teachers may not have received training on it (Kopcha, 2003). Recent 
changes in education have led to an increased focus on standardized test scores as a 
measure of growth and accountability for both students and teachers (Newmann, 1988). 
This shift has made it difficult for educators to implement authentic learning due to the 
traditional curriculum, causing added stress (Abdul Aziz et al., 2020). In addition, teachers 
may be less motivated to implement authentic learning due to a lack of support from 
school administration and parents, as well as the burden of teaching hours and 
documentation (Archbald, 1998). 

Methodology 

Research Study Design  

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This research study uses a mixed-methods approach and survey to explore the 
implementation of authentic learning and assessment. It aims to evaluate the impact of 
authentic assessment on students' academic achievement and behavior while also 
investigating the challenges faced by teachers in Lebanon and the UAE. Mixed methods 
research is defined as a research design in which the researcher collects and analyzes 
data, integrates the findings, and draws conclusions employing both qualitative and 
quantitative approaches or methods in a single study (Tashakkori, 2018). In this research, 
the quantitative part measures teachers' implementation of authentic learning and 
assessment in the classroom and its impacts on students’ learning and behavior in the 
UAE and Lebanon. On the other hand, the qualitative part of the study elaborates on the 
teachers’ perspectives regarding the challenges they encounter during the process of 
authentic learning and assessment implementation. By utilizing both quantitative and 
qualitative methods, this research study enhances its validity and reliability. Furthermore, 
it enables the exploration of research questions in a more profound and meaningful 
manner, leading to more insightful answers. 

Data Collection Tool 

Surveys serve as tools for quantitatively assessing subjective information, but by 
incorporating open-ended questions, they enable the collection of qualitative data as well 
(Hammer, 2017). For this research, a survey with both close-ended questions for 
quantitative data and open-ended questions for qualitative data will be created and 
administered to teachers in the UAE and Lebanon. The survey questions are classified 
into the following sections: 

1. Socio-demographic section (consisting of five closed questions). 
2. Authentic Learning and Assessment Implementation section (consisting of ten 

closed questions). 
3. Authentic Learning and Assessment Impacts on Students’ Performance, 

Achievement, and Behavior (consisting of ten closed questions). 
4. Teachers’ Perspective on Authentic Learning and Assessment Challenges 

(consisting of four open-ended questions).  

Population and Sampling 

Our study targets teachers in private schools in Lebanon and the UAE. We aim to explore 
how these teachers implement authentic learning and assessment, and how it impacts 
their students. To achieve this, we randomly select a sample of 91 teachers from both 
countries across five private schools, from Mount Lebanon and the Abu Dhabi Emirate in 
Lebanon and the UAE respectively. By using this method of sampling, we hope to 
minimize the margin of error and obtain enough data to reflect the practice in the 
population.  

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Ethical Consideration   

Ethical considerations are a set of rules that guide the design and procedures of a study, 
with a focus on truth, knowledge, and avoidance of mistakes. The potential ethical issues 
that may arise during the study are addressed, including informed consent, privacy and 
confidentiality, harm reduction, fairness, and equity. Participants are provided with a 
consent form that explains the purpose, procedures, risks, benefits, and their right to 
withdraw from the study. Deception or misleading information will not be used to recruit 
or carry out the study. 

By examining the implementation of authentic learning and assessment practices in 
private schools in Lebanon and the UAE, this study aims to provide valuable insights for 
improving educational practices and fostering student success in the 21st century.   

Data Analysis and Discussion 

Section 1: Demographic information  

Out of all the study participants, 50 were from Lebanon and 41 were from the UAE. The 
majority of the teachers were language, science, and math teachers. All teachers in both 
countries have a minimum of a bachelor's degree, but those in the UAE hold more 
advanced degrees. Lebanon has a lower percentage of teachers with more than 10 years 
of experience (46%) compared to the UAE (60%). Lebanon and the UAE show excellent 
results in professional development, with an average of 70% of teachers receiving annual 
training respectively. This reflects the commitment of teachers in both countries to keep 
up to date with genuine learning and assessment principles. 

Table 1 
 The Demographic Information of Teachers in Lebanon and UAE 

Key Ideas Lebanon UAE 

Language Teachers 62% 7.30% 

Science Teachers 40% 53.70% 

Math Teachers 26% 36.60% 

Education Level (BA/BS) 78% 19.50% 

Education Level (BA/BS& TD) 62% 26.80% 

Educational Level: Master/PhD 25% 44% 

Teaching Experience (Less than 10 years) 54% 36.60% 

Teaching Experience (Less than 5 years) 32% 22% 

Training Workshop and Engagement (once or more per year) 72% 68% 

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Section 2: Authentic Learning and Assessment Implementation 

Positive outcomes of authentic learning and assessment were recognized in Lebanon 
and the UAE, with over 70% practice in most areas. Teachers' professional development, 
education, and experience, as well as their dedication, contributed to these remarkable 
results. Notable practices were the use of real-world examples, designing learning 
activities based on real-world context, and project-based learning. 

Table 2 
Authentic Learning and Assessment Implementation - Practices 

Key Ideas Lebanon UAE  
Definition of Authentic Learning and Assessment  84% 73.20% 
Use of Real-life Examples in Teaching   82% 87.70% 
Design of Learning Activities Based on Real-life Context  72% 68.30% 
 Student Assessment Knowledge through Real-World Tasks or 
Simulations  90% 84.50% 

Metacognition and Self-system  48% 36.60% 
Project-Based Learning  94% 92.60% 
Role Playing 92% 78% 
Problem-Based Learning  62% 51.20% 

Inquiry-Based learning 66% 51.20% 

Use of Technology Tools  92% 90.20% 
Incorporation of Students Reflection on Authentic Learning  78% 58.50% 
Students Presentation to Authentic Audience   74% 75.30% 
Classroom Connection to Current Events  74% 56.10% 
Integration of Real-world Challenges into Assessment  40% 31.70% 
 Experts' Involvement in the Teaching Process  36% 19.50% 
Assessment Feedback (Oral Comments) 48% 43.90% 

Assessment Feedback (Written Comments) 36% 58.50% 
Assessment Feedback (Rubrics) 44% 61% 

Assessment Feedback (Scores) 28% 36.60% 

 

Section 3: Impact of Authentic Assessment on Students' Academic Performance, 
Behavior, and Achievements 

Lebanese teachers were more confident than their counterparts in the UAE about the 
impact of authentic learning and assessment on students. Lebanese teachers showed 
higher confidence in various categories, including motivation, student application, 
retention of knowledge, and satisfaction. This difference can be attributed to the 

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socioeconomic conditions and environment  which these students come from. However, 
teachers in both countries agreed on the positive impact of authentic learning and 
assessment on students, overall improvement in academic achievement, improvement in 
positive behavior, and preparing students for the real world. 

Table 3 

Impact of Authentic Learning on Students Behavior, Performance, and Achievements 
Key Ideas Lebanon UAE  

Significant Effect of Authentic Assessment on Academic Performance  58% 51.20% 

Significant Students Motivation Enhancement  76% 48.80% 

Significant Students Knowledge/Application & Retention  70% 39% 

Significant Enhancement of Problem Solving and Critical Thinking  70% 43.90% 

Significant Students Collaboration and Communication Enhancement 70% 53.70% 

Significant Self-Directing Learning Enhancement  62% 53.70% 

Significant Self-Confidence Increase   68% 36.60% 

Significant Students Satisfaction Increase in Education 60% 36.60% 

Promotes Positive Behavior and Engagement in Class 80% 65.90% 

Fosters Positive Attitude towards Learning  84% 70.70% 

Prepares Students for the Real World  72% 61% 

Increases Ownership and Responsibility  74% 48.80% 

Improves Overall Academic Achievement  60% 53.70% 

Improves Students’ Overall School Performance  70% 43.90% 

 

Section 4 - Internal Challenges and External Barriers  

The following responses are divided into four categories. The first three categories 
address the personal challenges teachers encounter while planning, implementing, and 
evaluating authentic learning. These challenges are referred to as internal challenges. 
The fourth and final category deals with external barriers, such as policies implemented 
by schools or ministries. 

Internal Challenges Teachers Encounter During Authentic Learning Planning 

Teachers from Lebanon and the UAE faced similar challenges when planning  authentic 
learning and assessment. Their confidence in the strategies they used to align the content 

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of their lessons with authentic learning and assessment is limited. Time constraints and 
limitations were also common challenges in addition to less frequently listed challenges 
such as resource limitations, professional development, and appropriate methods used 
for authentic learning. Differentiation was more of an issue in the UAE due to the need to 
accommodate all types of learners from different cultural and educational backgrounds. 
Lebanon faced technological issues, while the UAE had to deal with student attitude 
challenges. 

Table 4  

The challenges during planning authentic learning in Lebanon and UAE  

 

Internal Challenges Teachers Encounter During Authentic Learning 
Implementation 

Teachers from Lebanon and the UAE encountered challenges in implementing authentic 
learning and assessment. The biggest challenges were classroom management and 
student engagement, followed by time constraints. Issues such as preparation, content, 
student abilities, differentiation, assessment, and technological and financial issues were 
also noted. Lebanese teachers faced more financial constraints than their counterparts in 
the UAE. 

Table 5  
Challenges during the Implementation of Authentic Learning in Lebanon and UAE 

Similarities in the 
Challenges during 
Implementation 

Frequency 
in 

Lebanon 

Frequency 
in UAE 

Differences in 
the Challenges 

during 
Implementation 

Frequency 
in 

Lebanon 

Frequency 
in UAE 

Student Engagement 
and Classroom 
Management  

15 12 Technology 
  

3 

Similar Challenges Frequency in 
Lebanon 

Frequency in 
UAE 

Different 
Challenges 

Frequency 
in Lebanon 

Frequency 
in UAE 

Content Alignment with Real World  26 13 Technological 
Issues 1   

Time Constraints & Limitations 11 9  Student 
Attitude 

  1 

Differentiation  2 10       
Resource Limitations 1 3       

Professional Development  1 1   
    

Appropriate Methods Used in 
Authentic Learning Assessment 2 1   

    

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Time Constraints  15 10 Adaptation to 
Education Trends 1   

Preparation and 
Content  7 5 Financial Issues 7 

  

Students’ Abilities  5 7       

Differentiation  3 6       

Assessment  2 6       

 

Internal Challenges Teachers Encounter During Authentic Learning Assessment 
Processes 

Teachers in Lebanon and the UAE face similar challenges when it comes to assessing 
authentic learning. The limited experience in using proper assessment instruments is a 
common issue in both countries. Aligning assessments with curriculum standards and 
meeting students' needs are the other challenges. Lebanese teachers expressed more 
confidence in meeting students' needs. In the UAE, the challenge of formally assessing 
authentic learning is more common due to a strict summative assessment policy in most 
schools. The use of AI to cheat is also a concern in UAE classrooms. 

Table 6 
Challenges during the Assessment Process in Lebanon and UAE 

Similarities in the 
Challenges during the 

Assessment Process 

Frequency 
in 

Lebanon 

Frequency 
in UAE 

Differences in the 
Challenges during the 

Assessment Process 

Frequency in 
Lebanon 

Frequency 
in UAE 

Limited Experience in 
Using Proper 
Assessment Instruments  

10 10 Class Size  1 
  

Authentic Assessment  
Alignment with the 
Curriculum  Standards  

5 4 Policies 2 
  

Validity and 
Measurability of the 
Assessment  

2 2  Resource Limitations 1 
  

Meeting Students Needs 
and Levels 2 5 Using AI and 

Cheating  
  2 

Formal Authentic 
Assessment  1 6 Language Barrier 2   

Creating Rubrics 2 2       
Time Consuming 2 5       

 

External Barriers to Successful Implementation of Authentic Learning and 
Assessment   

Teachers in Lebanon and the UAE face similar challenges in incorporating authentic 
learning and assessment into their curriculum. Lack of curriculum accommodation, limited 

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resources, professional development, and student abilities are among the barriers 
mentioned in both countries. Resistance to change is a particular concern in the UAE as 
many curricula are followed in different schools to meet the needs and interests of all 
students, while Lebanese teachers are more adaptable due to circumstances they 
encounter daily due to the socioeconomic conditions in Lebanon. Other issues include 
parental acceptance, stakeholder cooperation, funding, and limited access to real-world 
context in the UAE. 

Table 7  
External Barriers while Implementing Authentic Learning in Lebanon and UAE 

Similarities of 
External 
Barriers 

Frequency 
in Lebanon 

Frequency 
in UAE 

Di>erence
s of 

External 
Barriers 

Frequency 
in Lebanon 

Frequency 
in UAE 

Curriculum 
Accommodation  15 4  Funding 

  
1 

Limited Time and 
Resources 5 9 

Limited 
access to 

Real-world 
Context 

  

2 

Professional 
Development 5 5   

    

Taking Di^erent 
Student Abilities 

into Account  
5 6   

    

Resistance to 
Change  2 11   

    

Parents 
Acceptance  1 5       

Cooperation and 
Support amongst 
All Stakeholders 

1 5   
    

Class size  1 2       

 

Findings Discussion  

Despite facing internal and external challenges in the UAE and Lebanon, the study found 
significant similarities and differences among teachers. Factors such as limited ICT and 
lab resources, low-quality professional development, lack of time for lesson preparation, 
and difficulties in classroom management make the process of implementing authentic 
learning in classrooms complicated in both countries (Helder, 2021). However, the 
teachers in the UAE and Lebanon were able to shift from traditional teaching practices 
and implement authentic learning and assessment significantly using different strategies 

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such as integrating real-life examples and activities into teaching and learning, applying 
project-based learning, inquiry-based learning, and giving constructive feedback using 
oral comments and rubrics. 

Teachers in both countries also showed similarities in the challenges and barriers that 
they faced, especially in areas such as time constraints, limited targeted professional 
development, differentiating instructions, and little curriculum accommodation for 
authentic learning and assessment. This highlights the need for an advanced continuous 
professional development program. 

Other areas that need further improvement were found to be written feedback, expert 
involvement in the teaching process, time management, and the policies created by 
schools and ministries. Due to time constraints, teachers often give oral feedback instead 
of written feedback. Additionally, teachers are restricted by policies that govern the school 
environment, including inviting guest speakers to the schools, due to the bureaucratic 
system of obtaining security clearance. Therefore, it is essential to build room for flexibility 
and manage time effectively. Changing policies to allow for authentic teaching and 
assessment should also be done at the school and ministry levels. 

The main significant difference between Lebanon and the UAE was evident in the impact 
of authentic learning and assessment on the students. More teachers in Lebanon 
recognize that authentic learning and assessment have a greater impact on students due 
to the need to generate critical thinkers and problem solvers to overcome the continuous 
economic, social, and environmental crises in Lebanon. 

Recommendations and Conclusion  

After analyzing the evidence provided in this research, several recommendations can be 
suggested. Firstly, it is recommended that the ministries of education worldwide, 
especially in Lebanon and the UAE, should incorporate authentic learning and 
assessment in their curriculum plan and design standards. This would allow the teachers 
to integrate authentic learning and assessment into their regular classroom practices. 
Secondly, teachers should be empowered by giving them the opportunity to participate in 
the decision-making process and allowing their voices to be heard. Thirdly, more 
professional development programs should be targeted towards authentic learning and 
assessment, the various tools implemented, and the methods of integrating them into 
everyday classroom practice. Fourthly, there should be an increase in resources and 
funding for the application of real-world tasks and activities through the reconstruction of 
structures that enable better authentic learning and assessment. Fifthly, the teacher's role 
in designing the curriculum and implementation should be enhanced to incorporate real-
world issues and engage experts in the field in the teaching process. Sixthly, school 
stakeholders should be made aware of authentic learning and assessment, which would 
encourage policymakers to invest more funding into schools, reshape the curriculum, and 

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encourage parents to demand authentic learning and assessment for their children. 
These recommendations can be implemented across the globe, particularly in less stable 
countries where authentic learning and assessment can prepare students to become 
better problem solvers and critical thinkers. Finally, further longitudinal research should 
be conducted on authentic learning and assessment to measure its long-term impact on 
the students. 

In conclusion, the research emphasizes the transformative potential of authentic learning 
and assessment in education, advocating for a shift from traditional methods to foster 
skills in authentic and realistic situations worldwide including Lebanon and UAE. Although 
educators face difficulties in designing authentic tasks, assessing student work 
holistically, and managing diverse classrooms, with targeted professional development, 
support from parents, schools, and stakeholders, and curriculum integration, authentic 
learning can be successfully implemented. Despite the obstacles, authentic learning 
offers great benefits like deeper understanding, motivation, positive behavior, better 
performance, and skill development in students’ lives and workplaces. Involving teachers 
in curriculum design and planning is crucial to enhancing better learning experiences and 
efficient implementation of authentic learning and assessment, and future research 
should focus on effective integration strategies without relying solely on standardized 
testing for assessment. 

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Mr. Nadim Taha 

I currently work as the group B subjects coordinator and business teacher at Ali Bin Abi 
Taleb School, a public school in the United Arab Emirates under the management of 
Emirates Schools Establishment. I earned a Bachelor's degree in business management 
from the Lebanese International University and an Advanced Diploma in Business 
Administration with a specialization in accounting from Algonquin College. I am also in 
the process of completing my teaching diploma from the Modern University of Business 
and Science. 

My initial professional research was on "Authentic Learning and Assessment in Lebanon 
and UAE Private Schools: Implementation, Impacts, and Challenges". I am particularly 
interested in further research in the field of authentic learning and its application. I have 
also worked on a curriculum design that was presented to AL Qassimi Foundation of Ras 
Al Khaimah and I am currently working towards implementing this curriculum. 

As an educator, I am deeply passionate about engaging in educational research and 
staying updated with the latest methods and practices, as it helps me understand their 
efficiency and effectiveness. 

Mrs. Samar Thebian 

I am currently a physics and biology teacher at Al Najah School, a private institution in 
the United Arab Emirates. With eight years of experience in teaching math and science 
across various levels and curricula in Lebanon and Saudi Arabia, I am dedicated to 
fostering student success. I hold a Bachelor's degree in Biology from Notre Dame 
University in Lebanon and a teaching diploma from the Modern University of Business 
and Science. I am committed to staying current with educational trends and actively seek 
professional development opportunities through workshops and webinars. My 
participation in research on authentic learning and assessment has significantly 

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enhanced my understanding of effective teaching strategies, ultimately improving my 
students' learning outcomes. 

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