As a result of the COVID-19 pandemic, teacher education in Qatar, similar to many countries around the world, witnessed a succession of disruptions to the way it operated. The disruption continued throughout much of 2020, and the need to adapt to arising changes and concerns permeated all aspects of teacher education, particularly the practicum experience. The chapter presents our attempt to investigate the influence of an adapted practicum experience which was based on the synthesis of qualitative evidence (SQD) model on the development of six student teachers’ technology knowledge and skills.

As Muslims immigrate to different countries in Europe, Africa, and Asia, these countries try to provide educational opportunities for Muslim learners. Currently, there is no agreement on Islamic-based pedagogy or an educational leadership framework between scholars, thinkers, philosophers, and historians. However, Majid Irsan Al-Kaylani has left us a valuable and priceless treasure. 

In the context of changing times, this chapter explores leadership and administration in Qatar, focusing on educational policies and practices in place. In so doing, the chapter examines a range of perspectives on how leadership for learning capabilities in the country is developing. As such, the aim is to identify areas that are key to helping school leaders and the Ministry of Education and Higher Education (MoEHE) school advisors, curriculum specialists, and the MoEHE department leaders improve teaching and learning.