Developing learning, teaching and thinking — with evidence that holds.

Both, from one evidence base. Universities, researchers and PhD students come for instrument validation, rubric design with inter-rater reliability, analysis support in JASP or SPSS and reviewer-style methodology review. Teachers and schools come for in-service courses, AI-pedagogy and assessment workshops, and STEM and robotics programmes (LEGO, Arduino, Scratch) — the kind of work delivered in more than 200 workshops and through mentoring in more than 60 Jerusalem schools. The same validated instruments and procedures serve both.

It rests on two published lines of work rather than a packaged curriculum: rubric-based feedback that makes students' practical skills visible and consistently scorable (Frontiers in Education, 2024; doctoral dissertation, 2024), and academic self-regulation — how students plan, monitor and adjust their own learning — measured with a validated Arabic instrument (Journal of Advanced Academics, SAGE, 2026). A paper on AI and children's cognitive development (Ibn Rushd University Journal, 2025) informs the AI-pedagogy workshops. No claim is made beyond what these studies show.

Yes. Validation is a chain of evidence, not a single statistic: defining the construct, drafting or adapting items, expert content review, pretesting, a pilot administration, then factor analysis and reliability on a sufficient sample. Dr. Ahmad Yousef helps you plan that chain before data collection, run or interpret the analyses in JASP or SPSS, and write the validity argument your committee and reviewers expect. It is the same procedure behind his published instruments in SAGE and Frontiers journals.

Yes. In a screen-shared Zoom session the design and hypotheses are checked against what they require, assumptions are tested, the analysis is run together (planned contrasts, multi-group comparisons, factor analysis, reliability, effect sizes) and the reporting is worked through. You keep the files and can reproduce every step. JASP is free and open source, so you do not need a university SPSS licence.

Alongside you rather than instead of you. Committees expect you to defend every decision at the defence, so sessions are built around you running the analysis with guidance, understanding the output and writing it up in your own words. For institutional projects, such as a department's rubric reliability study, the analysis and report are delivered directly.

Yes. Dr. Ahmad Yousef follows established cross-cultural adaptation guidelines: forward and back translation, an expert committee, cognitive interviews, a pilot and then psychometric testing. When you intend to compare Arabic-speaking participants with another group, he also tests measurement invariance (configural, metric, scalar), because without it group differences may reflect the instrument rather than the people. He is a native Arabic speaker and first author of the Arabic validation of the Academic Self-Regulation Questionnaire (SAGE, 2026).

Yes. Choose the matching “School programme” topic in the form (AI pedagogy, STEM and robotics, thinking skills or ICT-coordinator mentoring) and describe the year groups, the number of teachers and the time available. As with every engagement, a short intake conversation comes first, then a written plan with scope and terms. Programmes run on site in Jerusalem or online by arrangement, in Arabic or English.

Use the booking form on this page: choose a preferred date and time (your time zone is detected automatically) and describe the study, instrument, data or training need. You receive a reply by email that confirms the time or proposes an alternative, together with the Zoom link. If you prefer, write to it.ahmadyousef@gmail.com.

The first Zoom conversation is an intake. You describe what you are working on; Dr. Ahmad Yousef tells you honestly what is needed, roughly how long it takes and whether he is the right person. If it makes sense to continue, you receive a short written plan with scope and terms before anything starts.

Sessions are held over Zoom in Arabic or English; written feedback and reports are provided in English or Arabic. The practice is based in Jerusalem (UTC+2/+3); sessions can be scheduled across European, Gulf and North American time zones, and your time zone is recorded automatically when you book.

Yes. Workshops for faculties, teaching-and-learning centres and school networks cover responsible use of generative AI in teaching, assessment that remains valid when students use AI, rubric-based feedback and digital-tool integration. They draw on more than 200 workshops Dr. Ahmad Yousef has delivered to schools and teachers in Jerusalem, online or on site by arrangement.

Yes. You receive a written, reviewer-style report covering construct-to-item alignment, sampling and design threats, analysis choices and reporting gaps, followed by an optional Zoom debrief. Dr. Ahmad Yousef reviews for SAGE Open, the Journal of Advanced Academics and Frontiers in Education, so the feedback reflects what journal reviewers actually look for.

Yes, particularly in academic self-regulation and motivation, assessment of STEM and educational robotics skills, cross-cultural validation of instruments for Arabic-speaking populations, and AI in education. He can contribute validated instruments, access to schools and teachers in Jerusalem, quantitative analysis and manuscript preparation. Authorship and roles are agreed in writing at the start.

It depends mostly on data collection. Adapting an existing instrument typically takes a few months from translation to a validated version; building a new instrument from scratch usually spans one to two academic terms because of expert review and pilot rounds. A single analysis or review session can usually be booked within a few days.

They are used only for the work agreed on, are never shared with anyone else, and are deleted when the engagement ends or earlier on request. For co-authored studies, data ownership is written into the collaboration agreement.