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The worldwide shift towards a knowledge society and information
based economy requires educational policy makers to re-evaluate
their understanding of the knowledge and skills students need in
order to achieve national development goals. This shift has
influenced curriculum development, teacher preparation, and the
role of formal schooling in creating lifelong learners and an
educational culture, which reflects both national development
interests and global norms. The Arabian Gulf countries, which
largely comprise the Gulf Cooperation Council (GCC) member
countries, include Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, the
United Arab Emirates, and Yemen. Most of these Gulf countries have
embarked on bold national experiments to pilot technology and
teaching in their schools as a way to transition to knowledge
societies. Their national interests and expectations have
increasingly focused on the use of information and communication
technologies (ICT) in education and both the regional and global
context in which Gulf societies, economies, and political systems
operate.
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