I started teaching at Arab Open University - Jordan as a part-time tutor in 2016 till 2017, I taught communication skills in the English language at the department of English literature from 2016 till 2019. Then, I started teaching at the department of education in 2017 till now as an associate professor. I have been teaching the following courses: curricula and teaching methods, children literature, curricula planning and development, curricula analysis, and curricula and methodology of English language. 

I have been a faculty member at the Arab Open University – Jordan since 2017. Previously, I worked as an English language teacher in public schools at the Ministry of Education for ten years. I also have experience with several British Council projects focused on training English language teachers in schools. In 2010, I worked as a member of the Jordanian National Commission for UNESCO. Additionally, I have expertise in evaluating projects funded by international agencies. Furthermore, I serve as a peer reviewer for various international journals specializing in English language teaching, global citizenship, and refugee education.

Al-husban, N.A., Tawalbeh, M. (2023). EFL Teachers’ Practices and Perspectives on Learner Autonomy in Virtual Language Learning Environments in Jordan. International Journal of Language Education, 7(1), 1-12

Tawalbeh, M., & Al-Husban, N. (2023). EFL Students’ Perspectives on Activities Designed for Asynchronous Discussion Forums: Transformative Practices. International Journal of Technology in Education, 6(3), 507-520.
Al-husban, N.A., Al-mashaleh,M., Abu-mosa, M. (2021). Exploring Arab Open University Student’s Perceptions of Electronic-Feedback: Case Study. Journal of Educators Online, 18(2), 1-10

Al-husban, N,A., Tawalbeh, M. (2022). Scrutinizing Teachers’ Awareness of Global Citizenship Education (GCED) in Jordan. The Alberta Journal of Educational Research (AJER).  68(4), 581–603. https://doi.org/10.11575/ajer.v68i4.74900

Husban, N. (2022). Investigating Syrian refugees’ education in Jordan: From policies to pedagogy. Journal of Applied Learning & Teaching, 5(2), 106-115, : https://doi.org/10.37074/jalt.2022.5.2.15

Al-Husban, N, Mashaleh, M, Damrah, L., (2022). Exploring first and fourth year university student’s level of critical thinking skills at Arab Open University- Jordan. Curriculum and Teaching, Approval 

Al-husban, N,A., Tawalbeh, M. (2022). Investigating Global Citizenship Concepts Embedded in Primary and Secondary Textbooks in Jordan, Citizenship Teaching & Learning Journal, 17(1) forthcoming

Al-Husban, N. (2020). Effects of employing In-service EFL Teachers Strategy-based Instruction on their Performance of Teaching Listening Comprehension in Amman- Jordan, 3L: Language, Linguistics, Literature, 26(2), 173-188

Al-Husban, N.(2020). Critical thinking skills in asynchronous discussion forums: A case study. International Journal of Technology in Education, 3(2), 82-91.

Al-husban, N & Shorman, S. (2020) Perceptions of Syrian student refugees towards blended learning: implications for higher education institutions, International Journal of Emerging Technologies in Learning (iJET), 15(1), 45-60.  

Al-husban, N. (2019). An investigation of  the inclusion of critical reading strategies in Jordanian EFL Textbooks: content analysis, Dirasat, Educational Sciences, 46 (1), 779 – 789. 

Al-husban, N. (2019). EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications, Journal on English as a Foreign Language, 9 (2), 127 -145

Al-husban, N. (2018). Error Analysis of Jordanian First –Year University Students’ English Language Writing at Arab Open University – Case Study, International Journal of Pedagogical Innovation, 6(1), 23-30