The Arab Journal For Quality Assurance in Higher Education
The Arab Journal for Quality Assurance in Higher Education is a peer-reviewed, open access Journal published Trimonthly by the University of Science and Technology-Yemen in collaboration with the General Secretariat of the Association of Arab Universities. The Journal welcomes articles that contribute to wide spectrum coverage of scientific work includingQuality Strategic Planning, Total Quality, Quality Assurance, Quality Environment of Teaching and Learning, Quality of Teaching and Learning Resources, Quality of Teaching Staff, Quality of Teaching Methods, Quality of University Teaching Aids, Quality of Assessment Methods, Learning Outcomes, Quality of E-Teaching and Distance Learning, Quality of Scientific Research, Quality of Community Services, Academic Accreditation and Any other topics related to Quality of University Education and significance of the scientific content are essentially considered. Online ISSN: 2308-5355 Print ISSN: 2308-5347
University of Science and Technology, Yemen
AJQAHE publishes Open Access articles under the Creative Commons Attribution (CC BY) license. If author (s) submit their article for consideration by AJQAHE, they agree to have the CC BY license applied to their work, which means that it may be reused in any form provided that the author (s) and the journal are properly cited. Under this license, author(s) also preserve the right of reusing the content of their article provided that they cite the AJQAHE.
The Degree to Which Public Jordanian University Students Possess Life Skills in Light of Metaverse Technology: Students’ Perspectives
This study aimed to determine the level of life skills possessed by students of public universities in Jordan in light of the Metaverse technology from their perspective. The study sample consisted of (409) male and female students, and the response rate to the questionnaire was (100%). To achieve the study objectives, the descriptive survey method was used, and a questionnaire was developed as a tool, consisting of (55) items distributed across nine domains, After collecting, tabulating, and analyzing the data using SPSS, version (28), the study relied on tests of means, standard deviation, and one-way and three-way analysis of variance (ANOVA) to determine statistically significant differences. The study found that the level of life skills was medium. The results also showed no statistically significant differences in the means of students’ life skills according to the college variable, whereas statistically significant differences were found according to the sex variable, favoring females, and according to the academic year variable, favoring third-year students. The study recommended integrating life skills into curricula, employing the Metaverse in teaching, conducting future research on applying the Metaverse in other educational fields, and studying its effect on developing specific life skills.
Life Skills, Metaverse, Jordanian public universities
Copyright (c) 2026 The Arab Journal For Quality Assurance in Higher Education http://creativecommons.org/licenses/by/4.0
Students’ Perspectives on Invigilation as An Approach to Prevent Academic Dishonesty: A Case of Higher Education Institutions in Zambia
The study explored students’ perspectives on invigilation as an approach to prevent academic dishonesty, focusing on the higher learning institutions in Zambia. Through utilizing exploratory research design and convenient sampling, 295 students participated in assessing their perception of the effectiveness of invigilation, analyzing how adequate invigilation practices prevent academic dishonesty, and examining students’ experiences with different methods of invigilation during examinations. Findings revealed that invigilation is an effective method in reducing examination cheating, as agreed by the majority of participants (40.3%). The study further established that participants were satisfied by the adequacy in relation to the number of invigilators during examinations, as shown by 40.9% of participants. It was also found that among the three methods of invigilation, physical invigilation was indicated as the most effective. From the findings, the study recommended that higher learning institutions may need to adopt hybrid methods of invigilation; this was seen as a way through which examination cheating could be reduced. Furthermore, it was noted that adopting the hybrid method may help to reduce anxiety among students while improving vigilance among invigilators.
academic dishonesty, higher education institutions, invigilation, Zambia
Graduate Studies in Libyan Public Universities (1971 - 2025): Reality, Challenges, and Future Approaches
This study aims to document the development of graduate programs at Libyan public universities during the period 1971–2025, identify the challenges they face, and propose future pathways to support their advancement. The study employed a descriptive-historical approach and used multiple data-collection tools, including content analysis and a questionnaire administered to graduate students, targeting a sample of universities that offer postgraduate programs. The findings indicate the need for a strong political will to reform higher education and underscore the importance of restructuring curricula to align with international standards and focusing on specializations that meet labor-market demands. The results also emphasize strengthening partnerships with international universities, providing adequate resources, and developing comprehensive educational programs that foster innovation. These measures are intended to create an academic environment that encourages young people to contribute effectively to Libya’s sustainable development.
Graduate Studies, Libyan Universities, Higher Education Development.
The Roles of the Academic Advisor in Enhancing Academic Motivation among At-Risk Students at Dhofar University
This study aimed to identify the effectiveness of the academic advisor's role in enhancing academic motivation among at-risk students at Dhofar University in the Sultanate of Oman, and to understand the challenges they face. The study relied on the descriptive-analytical approach, using the 'questionnaire' as the main tool for data collection, and it was applied to a sample consisting of 100 male and female students at-risk during the first semester of the academic year 2025/2026. The results showed that the problems of at-risk students were high, with an arithmetic mean of (3.97), most notably weak time management skills, unclear academic goals, and low motivation toward studying, which leads to academic stumbling. Regarding the roles played by the academic advisor to enhance academic motivation, this question had an arithmetic mean of (3.94). The most prominent roles included helping the student develop a realistic study plan, providing appropriate guidance to help students overcome academic difficulties, acting as a liaison between the student and the academic administration, and encouraging students to participate in university activities to boost academic motivation. The study recommended the need to develop academic guidance programs and intensify training for advisors in psychological and motivational support skills. It also called for the importance of early identification of at-risk students and activating electronic systems to monitor them, in addition to reducing the guidance workload on faculty members to ensure the quality of communication with students and help them succeed and continue in their educational journey.
Academic advisor, academic motivation, at-risk students.
Educational, academic, and institutional implications of the unbalanced interpretation of student evaluation results for faculty members in some Arab universities
This analytical-critical study examines student evaluation of teaching (SET) systems in selected Arab universities, focusing on the consequences of unbalanced interpretations of SET results by some direct supervisors (e.g., department chairs and program directors). Based on a selective systematic review of international and Arab research, the study synthesizes evidence on validity limits and contextual biases affecting SET (e.g., grade expectations, course difficulty, and gender/cultural effects) and links them to recurring classroom practices. The study argues that the most damaging risk is not only bias in student responses, but the administrative use of SET as a sole or near-sole high-stakes indicator. It then outlines key educational and institutional implications, and calls for a balanced, multi-source evaluation framework and clearer policies to prevent misuse of evaluation and complaint mechanisms
Quality Environment of Teaching and Learning
SET; faculty performance; institutional justice; academic integrity; Arab universities. Century Gothic
The Impact of Smart City Applications on Enhancing the Quality of University Education
The study aimed to investigate the impact of smart city applications on enhancing the quality of university education by examining the reality of employing smart technologies and digital infrastructure in Jordanian universities, and their role in developing the educational environment and improving the efficiency of academic and administrative performance. The study adopted the descriptive-analytical approach due to its suitability to the nature and objectives of the research. A questionnaire was designed consisting of a set of items measuring the dimensions of smart city applications (such as digital infrastructure, smart data management, smart education, and digital university services), in addition to the level of quality of university education in terms of efficiency, effectiveness, academic satisfaction, and sustainable development. The study sample consisted of (350) faculty members who were randomly selected from Jordanian universities. The results revealed a positive and statistically significant impact of smart city applications on enhancing the quality of university education. The findings indicated that the integrated use of smart technologies—such as electronic learning management systems, digital transformation of university services, and smart interconnection among academic institutions—effectively contributes to improving academic performance efficiency and enhancing the quality of educational outcomes. The results also showed that the dimensions of digital infrastructure and smart data management had the greatest impact on improving the quality of education. The study recommended that universities adopt smart city strategies within their development plans, enhance investment in digital technologies and smart infrastructure, and train faculty members and students on employing smart city tools in education. It also emphasized activating partnerships with technology institutions to develop innovative educational solutions that support sustainability and quality in higher education
Smart cities, quality of university education, infrastructure, smart technologies
The Impact of Strategic Flexibility on the Institutional Excellence: A Field Study at Private Yemeni Universities
The study aimed to identify the impact of Strategic Flexibility through its dimensions (Competitive Flexibility, Marketing Flexibility, Resources Flexibility, Information Flexibility) on the Institutional Excellence through its dimensions (leadership Excellence, knowledge Excellence, Services Excellence, Performance Results) at Private Yemeni Universities. the descriptive analytical approach was used, and a questionnaire was developed for the purpose of collecting data from the study population which reached (278) academic and administrative leaders. The complete consensus method was used. To analyze the data, the (SPSS) program was used. The findings revealed statistically significant positive impact of Strategic Flexibility on the Institutional Excellence at Private Yemeni Universities. There was also a disparity in the impact of the dimensions of Strategic Flexibility on Institutional Excellence, where the most effective one was the dimension of Resources Flexibility and the least effective was the dimension of Marketing Flexibility at Private Yemeni Universities. However, the study concluded with a set of recommendations, the most important of which are: an emphasis on paying more attention to Strategic Flexibility at Private Yemeni Universities, as this would have positive impact on Institutional Excellence. Also invest of The Impact of Strategic Flexibility on Institutional Excellence for achieving of goals all parties.
Strategic Flexibility, Institutional Excellence, Private Yemeni Universities.
International cooperation as a lever for achieving higher education goals in Algeria: A critical analysis of the Higher Education Sustainability
International cooperation plays a fundamental role in achieving the goals and development of higher education in Algeria. This paper highlights the role of agreements and partnerships with international educational and research institutions in improving the quality of education and expanding the horizons of scientific research. It explains their mechanisms and obstacles, and emphasizes that openness to international experiences enhances the efficiency of the education system. Through student exchange programs, international workshops, and joint projects, Algerian students and researchers gain opportunities to develop their skills and expand their ideas in line with the requirements of the national and global market. This research also emphasizes that the success of international cooperation requires strategic planning and clear frameworks with specific objectives, while ensuring respect for and preservation of cultural differences. It also emphasizes the need to integrate the advantages of traditional education with modern pedagogical methods, highlighting the importance of government support to ensure the sustainability of these efforts. In conclusion, investing in international cooperation is a lever for achieving the strategic goals of higher education in Algeria, building an academic generation capable of facing contemporary challenges, and enhancing Algeria's international educational standing.
International cooperation, higher education, sustainable development
A Cross-National Bibliometric Mapping of Quality Assurance Research in Higher Education (2015-2025)
This study examined research trends in quality assurance in higher education from 2015 to 2025. It also examined cross-national productivity by country, author, journal, and institutional affiliation. The study retrieved the dataset from the Scopus database using the bibliometric method after developing a search strategy. Data analysis was achieved using Microsoft Excel and VOSviewer software. The study found that research productivity in quality assurance in higher education increased between 2019 and 2020 during the COVID-19 period. However, after 2021, sustained growth in publications has been recorded in the field, testifying to its global policy relevance. It was also revealed that, with conspicuous dominance from US institutions and the medical education context, the Global North has heavily dominated the productivity stage. The study also found strong collaboration networks within but not between global regions, indicating a lack of equitable North-South partnerships. On the other hand, thematic analysis revealed a greater focus on accreditation, accountability, and emerging frontiers in internationalization and digital learning. The novelty of this study lies in its cross-national bibliometric mapping of quality assurance research for the current decade. The study’s finding of geographical imbalances in knowledge production and collaboration presupposes evidence-based insights for policymakers and scholars to work on an inclusive global research agenda
quality assurance, higher education, cross-national study, bibliometric analysis
Aspects of enhancing administrative competencies for a culture of dialogue in Palestinian universities from the perspective of faculty members towards a proposed strategic development model
Objectives: The study aimed to identify the Aspects of administrative leadership in Palestinian universities promoting a culture of dialogue from the perspective of faculty members, and to present a strategic development proposal. Methods: The study followed a qualitative approach by analyzing documents, reports, the theoretical framework, previous studies, and specialized experiments related to the study topic. Data was collected through personal interviews, and the phenomenon was described and analyzed. The study was conducted on a sample of (20) faculty members working in Palestinian universities in the Gaza Strip, namely: Al-Quds Open University (Gaza Strip branches), Al-Azhar University, and Al-Aqsa University. Results: The results of the study showed that administrative leaders in Palestinian universities rely on a variety of methods to promote a culture of dialogue among faculty members. These methods include focusing on the intellectual aspect, the linguistic aspect, the vocal aspect, body language, and the personal aspect. The results indicate that leaders diversifying their speech between speed and slowness, and that leaders pronounce letters from their correct points of articulation when speaking, are considered the most commonly used methods (80%). Conclusions: Universities should include promoting a culture of dialogue within their vision, mission and strategic objectives
Administrative leadership, culture of dialogue, Palestinian universities, strategic model, higher education
Reimagining English Studies through Islamization: An Examination of Cultural and Institutional Challenges in Two Private Islamic Universities in Bangladesh
This study examines the Islamization of English Language and Literature (IOELL) in two private Islamic universities in Bangladesh, highlighting the cultural, institutional, and sociopolitical challenges of reimagining a historically Western, secular-oriented discipline. Drawing on in-depth interviews with faculty, students, and policymakers, as well as institutional documents, the research investigates how Islamic ethics are integrated into curricula, pedagogy, and institutional strategies. Findings reveal contrasting approaches: Islamic University-I (IU-I) implements a structured, systematic Islamization framework, linking Western literature to Islamic ethics and emphasizing moral reflection, whereas Islamic University-II (IU-II) adopts a more flexible approach, granting faculty greater autonomy but resulting in uneven depth and consistency in integration. Both universities, however, confront multiple challenges, including divergent conceptions and ambiguities of Islamization, epistemic and curricular tensions between the Western canon and Islamic values, and selective integration of Islamic content across courses. Classroom practices entail continuous pedagogical negotiation, while institutional and sociopolitical forces—regulatory constraints, limited autonomy from the University Grants Commission (UGC) and Education Ministry, politicized secularization, and policy volatility—shape implementation capacity. Further challenges include Islamically oriented faculty shortages and governance limitations. The study highlights the interaction of curriculum, pedagogy, institutional policy, and sociopolitical context in embedding Islamic epistemologies within English education in Muslim-majority settings
Islamization of English Studies, Curriculum Integration, Pedagogical Negotiation, Islamic Universities in Bangladesh, Institutional and Sociopolitical Challenges
General Education in Islam as an Integrated Educational Model Presented by the Prophet Muhammad (SAAS)
Abstract: This study aims to explore the features of general education in Prophetic pedagogy by examining its methods, tools, and characteristics as an integrated educational model that contributes to the cognitive, moral, and behavioral development of individuals. The research problem arises from the scarcity of contemporary studies that provide a comprehensive perspective on general education within the Prophetic biography, despite its richness in educational practices applicable to modern learning contexts. The study adopts a historical descriptive approach, analyzing educational texts and situations in the Prophetic biography and authentic Sunnah sources, and interpreting their pedagogical implications while extracting practical educational lessons, without claiming a strictly analytical methodology. Findings reveal that Prophetic general education was characterized by comprehensiveness, gradual progression, attention to individual differences, and a strong link between knowledge, values, and behavior. It employed diverse educational methods such as preaching, dialogue, role modeling, practical instruction, and non-verbal tools. The study concludes that the Prophetic educational model represents a balanced framework that can be effectively utilized in contemporary education systems, particularly in promoting values, identity formation, and the development of well-rounded individuals
General Education, Prophetic Pedagogy, Islamic Education, Educational Values, Seerah Studies
Exploring Internal Quality Assurance System in Ethiopian Higher Education Institutions: Practices and Challenges
The purpose of this study was to investigate the practices and challenges of the internal quality assurance system in improving the quality of education in higher education institutions (HEIs). A qualitative research method was employed, with participants selected purposely to reflect the diverse perspectives involved in the issue of the internal quality assurance system. Data were collected through interviews followed by a review of relevant documents related to the internal quality assurance system. The findings indicate that key informants were largely unaware of the HEIs’ internal quality assurance system rules, procedures, and processes. There was also a notable lack of clarity and accessible information regarding the HEIs’ internal quality assurance system. Many stakeholders assumed that quality assurance is the sole role of experts and officers working at the quality assurance offices in HEIs, even though the assumption is not real. The study also found a significant gap in translating theoretical frameworks into the practical implementation of internal quality assurance systems in HEIs. In addition, the result reveals that several factors adversely affect the system, including unclear guidelines, low stakeholder awareness, insufficient autonomy, lack of necessary resources, inadequate working conditions, and a weak monitoring and evaluation system
Challenges, Practices, Internal Quality Assurance System, Quality Education
Students' Involvement in Internal Quality Assurance Practices for Employability in Nigerian Universities:Implications for Education Leadership
Quality within the realm of university efficiency can be determined by an economic indicator—the employability of graduates. This study assessed students' involvement in internal quality assurance to promote employability and graduate employment in Ogun State, Nigeria. The Theory of Student Agency, as proposed by Klemencic in 2015, serves as the theoretical foundation for this study. Three research questions were raised and answered. The researchers used the descriptive study design. Three hundred ninety-one (391) postgraduate students were selected through purposive sampling from one federal, one state, and three private universities in Ogun State. The study employed the Internal Quality Assurance Practices Questionnaire (IQAPQ) as the data collection instrument. The questionnaire was used to investigate students' involvement in IQA practices, considering the dimension of graduate employability. The study's findings revealed that students were not adequately involved in the majority of the processes and tools related to employability. Students' involvement in IQA practices related to employability was not significantly different across private, state, and federal universities. Additionally, there was a notable difference in students' involvement in IQA practices related to employability across the humanities, social sciences, and science disciplines. The study recommends that university management integrate employability-related quality assurance practices into university quality policies.
student involvement, quality assurance practices, employability, higher education, academic disciplines
Demotivating Factors in Higher Education: Evidence from Three Islamic Universities in Bangladesh from 2020-2025
This study examines the factors contributing to student demotivation in three Islamic universities in Bangladesh, providing a critical analysis of institutional, academic, personal, and socio-cultural influences on engagement and performance. Using qualitative data from in-depth interviews with students, faculty, administrators, and alumni of three Islamic universities in Bangladesh, the research identifies key demotivating elements, including authoritarian management, limited research and pedagogical resources, traditional lecture-based teaching, unclear institutional missions, high tuition fees, and the absence of student council elections. Additional challenges include insufficient integration of Islamic values, a shortage of Islamically oriented faculty, and limited global recognition of degrees. Findings are interpreted through the lenses of Self-Determination Theory, Herzberg’s Two-Factor Theory, Vroom’s Expectancy Theory, Tinto’s Student Retention Model, and Islamic motivational perspectives emphasizing holistic moral and spiritual development. The study highlights a disconnect between the symbolic implementation of Islamic principles and the substantive cultivation of ethical, intellectual, and professional competencies. Implications underscore the need for curriculum modernization, faculty development, strengthened value-based education, enhanced student participation, and improved institutional reputation. The research offers evidence-based recommendations to enhance student motivation and institutional effectiveness in Islamic higher education.
Copyright (c) 2025 The Arab Journal For Quality Assurance in Higher Education http://creativecommons.org/licenses/by/4.0
Enhancing Education and Governance of Non-Governmental College: A Case Study on Sur Samrat Alauddin Khan Degree College
The paper examines how governance can help in improving the facilities and the quality of education at Sur Samrat Alauddin Khan Degree College in rural Bangladesh. The qualitative case study design is applied in the research to analyze the evolution of the institution through strategic leadership, community participation, and open administration practices. Regular motivation by the teachers and the members of the governing bodies plays a significant role for the students. Financial support by the government and other governing bodies cannot sufficiently get satisfactory feedback from institutions. The perception and thinking have been analyzed with teachers, administrators, students, and local stakeholders, and they have shown that the vision-oriented approach to management, the ability to mobilize resources, and the participatory governance have played a significant role in the development of the college. Furthermore, it focuses on the relationship between education administration and rural development. The research will provide a replicable platform to other colleges that would want to attain sustainable progress. In the study, the qualitative and quantitative methods are used to investigate the effectiveness of the administrative policies, stakeholder involvement, resource distribution, and academic leadership on the growth and sustainability of the institution.
Institutional Inertia as an Obstacle to Entrepreneurial Transformation: Assessing the Role of Palestinian Universities Using a Novel Four-Dimensional Model.
Within the context of high graduate unemployment in Palestine, this study aims to diagnose the phenomenon of institutional inertia as a main obstacle to the entrepreneurial transformation of Palestinian universities. This is achieved by developing a unique integrated evaluation model based on combining Role Theory and Gestalt Theory. The model measures university performance in disseminating an entrepreneurial culture across four interconnected dimensions: Leadership Performance, Education and Training, Entrepreneurship Ecosystem, and Mentoring & Guidance. The research adopted a mixed-methods approach using a Triangulation strategy. Quantitative data were collected via an electronic questionnaire administered to a sample of 373 academic and administrative staff across 10 Palestinian universities, alongside a qualitative content analysis of documents and open-ended responses. Results revealed a medium overall assessment of university performance (M=3.26). The Leadership Performance dimension scored the highest mean (M=3.73), while Mentoring & Guidance scored the lowest (M=3.07). Statistically significant differences were found, favoring traditional universities over technical ones across all dimensions. Cross-Impact Matrix analysis uncovered a critical structural flaw, manifesting as a Gestalt Failure. Effective integration among the four dimensions was not achieved, as the Mentoring & Guidance dimension remained a weak and disconnected link, preventing the synergistic effect where "the whole is greater than the sum of its parts." The study concluded that the core problem lies in the inability to translate strategic will into executive efficacy, diagnosing a Role Pathology. It recommended addressing this structural flaw by re-engineering executive empowerment mechanisms, strengthening the Mentoring & Guidance dimension, and particularly guiding technical universities to adopt integrative policies.
Institutional Inertia, Entrepreneurial Transformation, University Performance, Structural Integration, Palestinian Universities.
A Proposed Vision for Preparing Students of Colleges of Education for Community Leadership in Light of Nafee’ Model (6x3)
The present study aimed to develop a proposed framework for preparing students of faculties of education for community leadership in light of Nafee Model (6×3), which is based on six stages: letting go, adoption, adaptation, excellence, competitiveness, and digital transformation. The research problem lies in the urgent need to prepare students capable of undertaking effective community leadership roles that align with contemporary transformations and development requirements. The study adopted the descriptive-analytical method of relevant literature and previous studies, concluding with a framework built on four main dimensions: skills, values, educational practices, and community roles, activated through the stages of the model. The results confirmed that Nafee Model provides a flexible framework that contributes to shaping a leadership-oriented student identity capable of adaptation, competitiveness, and utilizing digital transformation tools in the service of society.
The Impact of Faculty Creative Practices on Enhancing the Quality of Higher Education in Jordan from the Perspective of University Students
The study aimed to investigate the impact of faculty creative practices on enhancing the quality of higher education in Jordan from the perspective of university students. The study adopted a descriptive-analytical approach, employing a stratified random sample of 420 students representing various public and private Jordanian universities and covering both scientific and humanities disciplines. The results indicated that students’ evaluation of faculty creative practices in Jordanian universities was at a high-average level (3.57), with the domain of "creativity in teaching strategies" leading (3.76), followed by "creativity in assessment and feedback" (3.62), while the use of technology and building relationships with students ranked third and fourth, respectively. Furthermore, the gaps between reality and importance revealed a particular need for providing a safe learning environment and supporting students academically and psychologically. The findings highlight the necessity of enhancing faculty creative practices and developing university organization and administration to achieve a healthy and effective learning environment that meets students’ academic and psychological needs.
Creative practices, Education quality, Jordanian universities.
Strategies for Sustainable Education in Egyptian Universities:A Conceptual Framework in Light of Nafee's Integrated Model of Institutional Excellence and Smart Transformation (N. IMOE)
Egyptian universities face a series of rapidly evolving and complex challenges, most notably limited financial resources, intensifying competition at the regional and global levels, rapid digital transformations, and academic quality and accreditation requirements. Based on these challenges, this research seeks to develop a conceptual framework for strategies for sustainability in Egyptian universities, based on Nafee’s integrative model of institutional excellence and smart transformation (N. IMOE). The research employed a descriptive-analytical approach, supported by a conceptual review of existing policies and prior studies, and incorporated comparisons with prominent international models such as EFQM. The proposed framework illustrates mechanisms for integrating key model components—strategic intelligence, strategic agility, leadership, innovation and digital learning management, artificial intelligence capabilities, and talent management—with the phased transformation cycle comprising abandonment, adoption, adaptation, excellence, competition, and smart transformation. This integration facilitates the translation of strategic objectives into actionable, measurable, and sustainable practices. The results revealed a gap between the level of awareness of the importance of sustainability and the level of its actual implementation, highlighting the need for an integrated institutional framework that links policies, resources, and digital infrastructure to ensure sustainable performance and enhance institutional excellence in Egyptian universities. Based on this, the research proposes a set of recommendations, most notably integrating sustainability into university policies, developing digital infrastructure, building human capacity, allocating stable financial resources, expanding community and international partnerships, and adopting pilot projects supported by accurate performance indicators to measure progress toward smart transformation.
The Quality of Teaching Resources as Sustainable Drivers of Academic Excellence in Open and Distance e-Learning Universities
This conceptual paper seeks to investigate catalytic strategies for sustainable, inclusive, resilient, and quality distance e-learning transformation. The study explores the intricacies of pedagogical practices that respond effectively to the evolving demands of digital education while ensuring equity and long-term institutional adaptability. A critical question guiding the inquiry is, how can catalytic teaching and learning strategies in distance e-learning environments be designed to drive systemic transformation while maintaining sustainability, inclusivity, resilience, and quality? A qualitative approach is adopted, with an intensive literature review of scholarly books and peer-reviewed articles serving as the primary data collection source. Framed within an interpretive paradigm, the study critically examines both theoretical perspectives and practical dimensions of innovative pedagogy in virtual learning contexts. The originality and findings of this paper lie in its synthesis of a transformative framework that integrates equity-driven, context-sensitive, and technologically adaptive teaching approaches to enhance student engagement and institutional responsiveness. The paper contributes to existing scholarship by guiding academics and institutions in implementing catalytic strategies for transformative distance e-learning. Implications for policymakers and institutional leaders highlight the urgency of strategic investment in teacher professional development, inclusive digital infrastructures, and sustained pedagogical innovation. Limitations include reliance on secondary data and the absence of empirical fieldwork, which may affect the generalizability of results.
Quality of E-Teaching and Distance Learning
quality distance education, pedagogical innovation, sustainability, inclusive education, resilient learning, catalytic strategies
Quality Teaching Resources as Sustainable Drivers of Academic Excellence in Open Distance e-Learning Universities
The overriding purpose of this conceptual paper is to examine the quality of teaching and learning resources as a sustainable driver of academic excellence in open distance e-learning universities. The study delves into the intricacies pertinent to how resource availability, adaptability, and technological integration influence pedagogical effectiveness and student engagement in open distance e-learning contexts. The critical question guiding this study is, how do sustainable approaches to teaching and learning resources enhance the quality of education in open distance e-learning universities? A qualitative approach is adopted utilizing scholarly books and peer-reviewed articles as primary data collection sources. An interpretive paradigm is appropriately selected to capture multiple perspectives on the alignment between resource quality, inclusivity, and sustainability in higher education. Findings emerged that sustainable teaching and learning resources such as open educational resources, digital libraries, and innovative online platforms contribute significantly to enhancing access, equity, and long-term institutional resilience. The study contributes immensely to the growing discourse on resource-driven sustainability in higher education, highlighting best practices applicable to both developed and developing contexts. Implications for policymakers and implementers emphasize the need to prioritize equitable funding, digital infrastructure, and ethical resource distribution. Nonetheless, limitations include reliance on secondary sources and contextual variations across regions.
Quality of Teaching and Learning Resources
Teaching and Learning Resources, Sustainability, Open Distance e-Learning, Higher Education, Academic Quality
Strategies for Utilizing Artificial Intelligence to Support EFL Teachers Across Different Educational Levels
The study examines how teachers can employ artificial intelligence to support themselves in the teaching process. To achieve the study’s goals, the researchers adopted a mixed-method approach supported by a systematic content analysis of recent literature, from which they selected 30 studies, as well as an experts’ workshop that included 15 specialists. The findings show that AI is a multifaceted technology that can simulate human intelligence to improve language learning. The study also identifies significant challenges, such as the lack of sufficient AI training among many EFL teachers, the shortage of technical equipment in some educational institutions, and teachers’ concerns about the ethical implications of using AI in education. The study concludes that AI holds considerable potential to enhance EFL teaching and learning when implemented judiciously. Finally, the paper recommends investing in teacher professional development and infrastructure, as well as establishing clear ethical guidelines.
Artificial Intelligence (AI); English as a Foreign Language (EFL); Educational Technology; Teacher Professional Development; Language Learning Strategies.
Assessing Document Management Practices and Challenges in Zambian Academic Libraries: A Descriptive Survey
This pilot study assesses Zambian academic libraries' document management practices and challenges. It investigates the effectiveness of current practices, identifies challenges faced by these libraries, explores the preferences of academic library professionals regarding document management systems, and provides recommendations for improvement. A cross-sectional research design was employed, utilizing a quantitative approach. Data was collected from 22 Zambian academic library professionals through a comprehensive questionnaire. The data was processed and analyzed using statistical methods, including means and standard deviations, to evaluate document management practices and challenges. The study reveals that Zambian academic libraries effectively organize documents (mean score: 4.27) but face challenges, including a need for digitization support (mean score: 4.18) and increased budget and personnel (mean score: 4.13). Digital repositories are commonly used, but integration with other library tools and accessibility for disabled users need improvement. This pilot study provides valuable insights into document management practices and challenges specific to Zambian academic libraries. It is a foundation for enhancing document management strategies in these libraries, potentially leading to increased efficiency and improved user experiences. The study also offers a model for similar investigations in other regions, promoting collaborative efforts to enhance document management in academic libraries globally.
Academic Libraries Zambia, Document Management, Archival Management, Preservation, Library Document Organization, Challenges in Document Management.
Roles, Operations and Challenges of Security in Malete, Moro Local Government, Kwara State, Nigeria, 2009–2025.
This study examines the evolution of crime and the security landscape in Malete, Kwara State, Nigeria, from 2009 to 2025. Positioned as a growing university town following the establishment of Kwara State University, Malete has witnessed a rise in various criminal activities, including theft, cultism, cybercrime, rape, and kidnapping. The paper analyzes the historical trajectory of crime in the town, revealing a shift from petty, opportunistic offenses to organized and violent crimes driven by urbanization, youth involvement, and inadequate infrastructure. It details the geographical hotspots of criminal activity, such as Westend, Safari, Market Side, and Agric Road. Emphasis is placed on the multi-layered response by security actors, including the university’s Safety Unit, Nigerian Police, Civil Defence Corps, EFCC, NDLEA, and community vigilantes. Their roles, operations, and cooperation are critically assessed in terms of strengths, lapses, and community impact. Despite interventions, the study highlights numerous challenges facing security enforcement, such as underfunding, manpower shortages, lack of surveillance infrastructure, poorly secured student hostels, weak landlord accountability, and student mistrust of law enforcement. The paper concludes with practical recommendations, including the need for coordinated surveillance, technology deployment, curfews, community cooperation, and air-ground patrol strategies, particularly with the support of the Nigerian Air Force. Ultimately, the work calls for a holistic, community-driven, and well-resourced security approach to restore peace and protect both residents and students in Malete.
Crime prevention, Vigilantism, Community Policing, Mechanisms, Challenges.
Stages of Obtaining International Recognition of Medical Schools in Libyan Universities - Current Realities and Development Opportunities
The article addresses the issue of developing medical schools in Libya, highlighting the urgent need to launch an organized national project aimed at improving the quality of medical education and avoiding the current chaos in the establishment and implementation of programs. The primary objective of the article is to define the future vision for medical schools by answering a fundamental question: What do we want from these institutions? An analytical methodology was employed, which includes a review of relevant literature and previous studies related to medical education, alongside the analysis of quality assurance reports in Libyan universities. Field data concerning the performance and requirements of medical schools were also utilized. The article recommends adopting a mindset of focus and determination to initiate immediate reforms despite the challenges, by taking tangible steps towards improving medical education. It is suggested that the relevant authorities implement effective mechanisms for accreditation and quality assurance to develop academic programs that meet labor market needs. Additionally, the article emphasizes the importance of collaboration between educational institutions and governmental bodies in exchanging experiences and best practices, to ensure adherence to international standards in medical education. Finally, it recommends establishing a monitoring and evaluation system to ensure the sustainability of improvements made.
Medical Schools- Medical Education - International Recognition -Quality of Education
Peer Reviewer Experiences in Institutional and Academic Audits: A Case Study of Zimbabwean Universities
Institutional audits are a cornerstone of quality assurance in higher education. In Zimbabwe, academic peer reviewers play a pivotal role in facilitating these audits, yet their experiences remain insufficiently explored. Understanding their perspectives is crucial for enhancing the effectiveness and credibility of audit processes. This study seeks to examine the experiences of academic peer reviewers engaged in institutional audits within Zimbabwe’s higher education sector, focusing on the challenges, perceptions, and operational realities they face. The study adopted a qualitative case study design, drawing on the extensive experiences of a peer reviewer who has participated widely in institutional and academic audits. Data were collected through reflective narration and thematically analyzed to extract key insights. The findings reveal that while audits are essential for promoting quality, they are often perceived by institutions as a threat to autonomy. Although Zimbabwe’s audit framework aligns with international standards, it faces local challenges such as ensuring impartiality, addressing disparities in institutional capacity, and balancing accountability with developmental support. Active stakeholder engagement and effective data management were identified as critical factors for successful audits. By highlighting peer reviewer experiences, this study contributes to a deeper understanding of institutional audits in the Global South and underscores the need for supportive, collaborative, and context-sensitive quality assurance systems.
Institutional Audits, Peer Reviewers, Quality Assurance, Higher Education
Assessing and Optimizing University Students' Academic Performance via Control Charts and A Hat Relationship
This study applies Statistical Process Control (SPC) techniques control charts and process capability indices to evaluate and enhance the academic performance of Ibb University students taught by the researcher from 2017 to 2020 in three foundation courses: Probability Theory, Linear Programming, and Mathematical Statistics. Treating education as a measurable process, the analysis revealed general process stability, with all control charts within limits except for one year when instruction was in English instead of the native language, leading to a spike in failure rates. Once the language issue was addressed, performance improved significantly. The process capability index (Cpk = 1.333) reflects good performance with room for improvement. A nonlinear pattern, termed the "Hat Relationship," shows that success in Mathematical Statistics depends strongly on prior performance in the prerequisite courses. The results underscore the importance of reinforcing foundation-level education to ensure success in advanced subjects. The study recommends adapting industrial metrics like Cpk for educational settings and promotes the use of control charts as practical tools for monitoring and improving the learning process, thereby supporting data-driven decision-making in teaching and curriculum design.
Statistical Process Control (SPC), Control Charts, Process Capability Index (Cpk), Educational Quality, Academic Performance, Quality Assurance in Education
Developing Administrative Leadership Practices for Communication Skills in Palestinian Universities: A Strategic Developmental Applied Proposal
Abstract:The study aimed to identify the level of development of administrative leadership practices in Palestinian universities in communication skills, and to develop a strategic development application proposal. Methods: The study followed the qualitative approach through analyzing documents, reports, the theoretical framework, previous studies, and specialized experiences in the subject of the study, and the personal interview in collecting data, describing the phenomenon, and analyzing it. It was applied to a sample of (20) faculty members working in Palestinian universities in the Gaza Strip, namely: Al-Quds Open University (Gaza Strip branches), Al-Azhar University, and Al-Aqsa University. Results: The results of the study showed that the level of development of administrative leadership practices in Palestinian universities for communication skills depended on a variety of skills, represented in listening, influence and persuasion, conversation, reading and writing, critical thinking, and self-control. The results indicate that the practice of administrative leadership of communication skills through knowledge and accuracy during listening, feedback, and the essence of the subject during conversation is considered among the most used practices (80%). Conclusions: The need to focus on communication skills and train leaders on different types of communication.
The Reality of University Policies Related to Quality of Education and Their Impact on the Mental Health of Students from the Perspective of Hashemite Jordanian University Students
The study aimed to identify the reality of university policies related to the quality of education and their impact on the mental health of students in Hashemite Jordanian universities. The study adopted the descriptive analytical approach. A stratified random sample of (420) male and female students was selected from all Jordanian universities during the second semester of the 2024/2025 academic year, including both public and private universities. The study findings revealed that students perceive the current state of university policies related to educational quality as moderate overall, with mean scores ranging between 3.17 and 3.42. The domain of “fairness in academic evaluation” ranked highest, reflecting students’ awareness of the importance of fair assessment in enhancing their sense of justice. Meanwhile, “university administration responsiveness” ranked lowest, indicating a weakness in communication and interaction channels between students and university administration. The results also indicated statistically significant differences across all items, suggesting that university policies related to educational quality have a significant impact on students’ mental health. Furthermore, statistically significant differences were found based on the variables of gender and academic year, in favor of female students and first-year students, indicating that these groups are more sensitive to the effects of university policies on mental health. However, no statistically significant differences were found for the variables of university type or academic major.
University policies, quality of education, mental health