BETWEEN ACTIVATION AND DEPENDENCY: GIFTED ARAB STUDENTS’ PERCEPTIONS OF THE LONG-TERM INFLUENCE OF SECONDARY-SCHOOL DIGITAL AND INNOVATIVE TEACHING ON THEIR MOTIVATION, CRITICAL THINKING, AND ACADEMIC INDEPENDENCE IN ISRAELI HIGHER EDUCATION
This study explores how gifted Arab students in Israel who completed secondary school and are now studying at university perceive the long-term influence of digital and innovative teaching on their motivation, critical thinking, and academic independence. It uses a qualitative design and the reflexive thematic analysis of Braun and Clarke (2006, 2019), and draws on semi-structured interviews held in Arabic with thirty gifted students in Israeli universities and colleges. The findings suggest that the effects of digital teaching are more complex than commonly assumed. Digital tools supported students' motivation when they helped overcome learning barriers, but weakened it when students relied on quick answers instead of engaging in deeper learning. Critical thinking grew mainly from class discussion and questioning, not from the technology itself, although the students built a careful, critical way of using artificial intelligence. Academic independence developed more through students' real-life responsibilities than through any particular teaching method. The transition from Arabic-language schooling to studying in Hebrew influenced all three outcomes. Most importantly, the findings show that these three abilities are connected and should not be viewed as separate skills. The study concludes that technology helps students grow only as far as good teaching, the learner's own effort, and fair conditions allow.