Assoc. Prof. Dr Mostafa Salem , King Faisal University , Saudi Arabia
Prof. Dr. Mostafa Aboulnour Salem 🇪🇬 is a renowned Egyptian academic specializing in instructional technology and innovation in higher education 📚. Currently a Professor at King Faisal University 🇸🇦, he has made impactful contributions to e-learning, AI integration, and educational reform 💡. With leadership roles including Director of the e-Learning Project at Northern Border University, he has collaborated with institutions such as the Saudi Ministry of Education, Aramco, and King Salman Center 🤝. His research combines cutting-edge technology and pedagogy, driving forward-thinking solutions in teaching and learning environments 🌐. His academic journey reflects dedication, innovation, and leadership 🧠✨.
Professional Profile
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Education & Experience
Prof. Salem holds a PhD 🎓 and Master’s 🧑🏫 in Education from Cairo University 🇪🇬, and a Bachelor’s in Physics and Chemistry ⚛️ from Helwan University. He began his teaching journey at Northern Border University in Saudi Arabia 🇸🇦, advancing to King Faisal University where he now serves as a Professor 📘. With a career spanning over two decades, he’s taught in departments ranging from Computer Science 💻 to Educational Technology 🎮. He’s known for leading impactful curriculum development and tech-integrated teaching practices, making significant strides in both academic instruction and institutional digital transformation 🔍🧑💻.
Professional Development
Throughout his career, Prof. Salem has continually advanced his skills in instructional design 🎓, AI-powered learning 📊, AR/VR in education 🕶️, and digital transformation strategies 🌐. He has led strategic e-learning projects 📱 and collaborated with educational bodies on policy innovation 📘. His hands-on training and certifications cover big data analytics 📈, network security 🔐, software development 🖥️, and advanced programming languages including C++, Python, and Visual Basic 🧑💻. His professional growth is marked by continuous learning, leadership workshops, and cross-disciplinary innovations that empower future-ready education 💡🚀.
Research Focus Areas
Prof. Salem’s research spans educational technology 🧠, sustainability 🌱, medical education 🏥, and professional development. He actively explores artificial intelligence 🤖, machine learning 🧑💻, deep learning 📘, big data 📊, and immersive learning tools like augmented and virtual reality 🌐. His interdisciplinary focus connects instructional theory with practical digital solutions for transformative education 🎮. With a passion for future-oriented learning ecosystems, he drives research that enhances engagement, accessibility, and efficiency in both physical and digital classrooms 📚💻. His work has direct implications for national education strategies and technological integration in learning environments ⚙️📈.
Awards & Honors
Prof. Salem has received widespread recognition 🏅 for his outstanding contributions to education and research innovation 📘. He was honored for leading digital education initiatives with Saudi institutions 🇸🇦, and his projects have received support from top organizations like Aramco 🛢️ and the King Salman Center 🏛️. As a respected leader in AI and e-learning, he has presented at international conferences 🌍 and earned accolades for his role in national academic development strategies 📊. His achievements highlight a career built on excellence, leadership, and impact in both research and academic innovation 🎖️🏆.
Publication Top Notes
1. Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study
Citation: Salem, M. A., & Alsyed, W. H. (2022). International Journal of Environmental Research and Public Health, 19(16).
Summary:
This longitudinal study investigates the evolution of digital skills self-perception among Saudi university students before and during the COVID-19 pandemic. The authors assess changes in digital competence, confidence, and adaptation to remote education. The findings reveal a notable increase in digital literacy and skill development, highlighting the transformative impact of pandemic-driven e-learning adoption.
Citations: 27
2. Improving Social Performance through Innovative Small Green Businesses: Knowledge Sharing and Green Entrepreneurial Intention as Antecedents
Citation: Alshebami, A. S., Seraj, A. H. A., Elshaer, I. A., Al Shammre, A. S., Al Marri, S. H., et al., & Salem, M. A. (2023). Sustainability, 15(10), 8232.
Summary:
This research explores how knowledge sharing and green entrepreneurial intention influence the success of small green businesses. It emphasizes the role of innovation and social performance, particularly in the context of sustainability. Prof. Salem contributed to highlighting the impact of educational and training systems in cultivating green awareness and behavior in entrepreneurs.
Citations: 22
3. Educators’ Utilizing One-Stop Mobile Learning Approach Amid Global Health Emergencies: Do Technology Acceptance Determinants Matter?
Citation: Salem, M. A., & Elshaer, I. A. (2023). Electronics, 12(2), 441.
Summary:
The study assesses the use of a one-stop mobile learning platform among educators during the COVID-19 crisis. It evaluates key determinants of the Technology Acceptance Model (TAM), including perceived ease of use, usefulness, and behavioral intention. Results suggest that user satisfaction and digital infrastructure are essential for sustainable mobile learning adoption.
Citations: 16
4. A Quadruple “E” Approach for Effective Cyber-Hygiene Behaviour and Attitude toward Online Learning among Higher-Education Students in Saudi Arabia amid COVID-19 Pandemic
Citation: Salem, M. A., & Sobaih, A. E. E. (2023). Electronics, 12(10), 2268.
Summary:
This paper presents the Quadruple “E” framework—Engage, Enhance, Extend, and Evaluate—to promote cyber hygiene and improve online learning attitudes. The model identifies key behavioral drivers in student cybersecurity awareness and resilience, helping institutions design effective e-learning strategies amid health emergencies.
Citations: 10
5. ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes Towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic
Citation: Salem, M. A., & Sobaih, A. E. E. (2022). International Journal of Environmental Research and Public Health, 19(24), 16972.
Summary:
The study introduces the ADIDAS model (Analyze, Design, Implement, Develop, Assess, Sustain) for structuring synchronous digital learning. It evaluates its impact on students’ cognitive load and motivation. Results support ADIDAS as a comprehensive instructional framework, fostering engagement and positive attitudes in online learning settings.
Citations: 8
6. UAE Suspends Multi-Billion Dollar Weapons Deal in Sign of Growing Frustration with US-China Showdown
Citation: Salem, M., Hansler, J., & Alkhaldi, C. (2021). CNN.
Summary:
Though not a scholarly article, this news report co-authored by Prof. Salem highlights geopolitical dynamics surrounding the UAE’s decision to halt a major weapons deal amid tensions between the U.S. and China. It demonstrates Prof. Salem’s engagement in international discourse beyond academia.
Citations: 7
7. Educational Sciences
Citation: Alenezi, A. M., & Salem, M. A. (2017). International Journal of Educational Sciences, 18(1–3), 56–64.
Summary:
This article explores educational theory and practice, examining pedagogical methods and technology use in modern classrooms. It provides empirical insights into how teaching strategies can be adapted for more effective knowledge retention, especially in science and technology education.
Citations: 7
8. Exploring the Impact of Mobile Exams on Saudi Arabian Students: Unveiling Anxiety and Behavioural Changes Across Majors and Gender
Citation: Salem, M. A., & Alshebami, A. S. (2023). Sustainability, 15(17), 12868.
Summary:
This study investigates how mobile-based exams influence student anxiety and behavior. It analyzes results by academic major and gender, revealing that digital assessment can both alleviate and exacerbate test stress depending on context. The paper calls for inclusive and adaptive mobile testing strategies.
Citations: 1
9. The Effectiveness of an Educational Strategy Based on Interaction Between Two Learning Styles and Player Styles
Citation: Salem, M. A. (2019). Al-Azhar University, College of Education.
Summary:
This research explores personalized learning approaches that consider students’ learning and player styles (e.g., explorer, social, advanced). The strategy showed significant improvements in engagement and academic outcomes, especially in gamified learning environments. It advocates for integrating player psychology into instructional design.
Citations: (Not indexed)
10. The Impact of Integration Between Two Types of Electronic Support and Two Participatory Learning Strategies via Smartphones
Citation: Salem, M. A. (2018). Journal of Specific Education Research, 49, 807–869.
Summary:
This study evaluates how fixed vs. flexible electronic support, combined with participatory strategies like “Think-Pair-Share,” affect mobile learning outcomes. Results show that flexible, socially enriched environments enhance understanding and peer collaboration. The research supports mobile-first learning as a future education model.
Citations: (Not indexed)
Conclusion
Prof. Dr. Mostafa Aboulnour Salem demonstrates visionary leadership, research excellence, and practical innovation in transforming higher education through cutting-edge technologies. His proactive approach to digital learning during the COVID-19 crisis, combined with long-term contributions in AI, mobile education, and instructional design, establishes him as a front-runner for the Excellence in Innovation Award. His work has not only shaped academic theory but also delivered measurable impact at national and institutional levels.