Khalaf Marhoun Al’abri

International accreditation frameworks increasingly influence teacher education and quality assurance worldwide, yet limited research has examined their implementation in non-Western higher education contexts. This study used an explanatory sequential mixed methods design to explore faculty perceptions of how well the teacher education programs at Kuwait University’s College of Education align with the Council for the Accreditation of Educator Preparation (CAEP) standards. The study also explained the institutional factors that shaped these perceptions. In the quantitative phase, a questionnaire was distributed to all eligible College of Education faculty members, and 38 faculty members completed the survey. In the qualitative phase, seven faculty members were purposively selected because of their direct experience with accreditation, quality assurance, and program evaluation. In addition, historical accreditation reports were analyzed to provide a broader institutional context. Quantitative data were analyzed using descriptive statistics. Qualitative data from the interview transcripts and historical accreditation reports were analyzed using thematic analysis. The quantitative findings indicated moderate perceived alignment with CAEP Standards 1 (Content and Pedagogical Knowledge), 2 (Clinical Partnerships and Practice), and 6 (Fiscal and Administrative Capacity), while lower alignment was reported for Standards 3 (Candidate Quality, Recruitment, and Selectivity), 4 (Program Impact), and 5 (Quality Assurance and Continuous Improvement). The qualitative findings explained these patterns by revealing that weaker alignment was associated with challenges in candidate recruitment, curriculum alignment, school–university partnerships, evidence-based quality assurance, institutional leadership, organizational culture, communication, and resource capacity. The integrated findings demonstrate that successful implementation of international accreditation standards extends beyond technical compliance and depends on organizational readiness, institutional commitment, and sustained quality assurance processes within the local context. The study recommends strengthening institution-wide quality assurance systems, improving leadership coordination, and promoting evidence-based decision-making to support sustainable accreditation and the continuous improvement of teacher education programs.

This paper explores how higher education institutions (HEIs) in the Gulf Cooperation Council (GCC) are advancing the Sustainable Development Goals (SDGs) amid rapidly evolving national development agendas. This study reviews publicly available institutional documents and global SDG ranking data to identify patterns of SDG integration: through academic programs, research, and community engagement. The data shows active engagement of the universities in the region linked with varying SDGs. The analysis also reveals that sustainability initiatives in Gulf universities are not purely educational or environmental undertakings; rather, they function as strategic instruments aligned with national visions, international positioning and soft power objectives. Accordingly, this study assesses institutional commitment to the SDGs as expressed through, and made visible by, publicly available reporting, rather than the effectiveness or real-world impact of that engagement, which the available data cannot establish. Guided by theoretical perspectives, the paper argues that SDG engagement remains largely shaped by global ranking frameworks and policy imperatives. While the GCC higher education sector is increasingly embedded in the global sustainability discourse, meaningful localization of SDG practices and data transparency remain limited. By drawing attention to these dynamics, the study contributes to the literature on higher education and sustainable development in the Arab Gulf, emphasizing the need for context-sensitive frameworks and stronger regional collaboration to advance the 2030 Agenda. It calls for strengthened collaboration, capacity development, and tailored policy approaches to fully harness the transformative potential of the SDGs. Future research should explore the sociopolitical drivers of SDG adoption to deepen understanding of HEIs’ contributions to sustainable development in the region.

Purpose: This study aims to investigate the formation of teacher professional identity (TPI) among preservice teachers in Oman from an intercultural perspective and explores how cultural and institutional contexts shape identity factors. Design/methodology/approach: Using a four-factor model (Fisherman and Abbot, 1998), TPI was assessed across four factors: confidence about teaching, self-actualisation, teaching as a mission and recognition of professional challenges. Data collected from 1,080 preservice teachers in six higher education institutions were subjected to structural equation modelling and confirmatory factor analysis. Findings: The four-factor structure was supported (CFI = 0.949; RMSEA = 0.076). Confidence about teaching and self-actualisation were most strongly associated with TPI, indicating high perceived competence and personal growth. Teaching as a mission and recognition of challenges were less strongly endorsed, suggesting limited civic engagement and awareness of systemic demands. Multivariate analysis showed statistically significant differences in identity factors by GPA only, with no significant variation by gender or reasons for entering the profession. Practical implications: The findings suggest the need for reforms in teacher education that promote intercultural competence, critical reflection and identity-informed practicum design to better prepare teachers for diverse classrooms. Originality/value: This study contributes to research on intercultural teacher education by situating identity analysis in the sociocultural realities of the Arab Gulf. It highlights how preservice teachers negotiate identity within linguistic, regional and institutional diversity.

Purpose: This article investigates the direct effect of SBM factors on school effectiveness (SE) and the mediating effect of trust between SBM and SE. Design/methodology/approach: This study used quantitative methods. The study participants were 728 teachers from different schools and regions in Oman. Data were collected through a survey and analysed through structural equation model (SEM) using SmartPLS 4 statistical software to determine the direct effect and bootstrapping for mediation. Findings: The results of the path analysis revealed the direct effect of SBM factors on SE in Oman. The results also confirmed the full mediation of trust and revealed the direct impact of certain SBM aspects on SE dimensions. Practical implications: The findings contribute to the growing literature on the positive effect of SBM on SE and introduce trust, for the first time, as a strong mediator between SBM and SE. Originality/value: This study provides key evidence that implementing SBM in Oman can be an effective strategy for empowering school administrators, autonomy, and community engagement.

الأهداف: هدفت الدراسة التعرّف إلى أبرز التحدّيات التي تواجه إدارة الابتكارات في مؤسّسات التعليم العالي بسلطنة عمان من وجهة نظر الطلبة قبل، وأثناء، وبعد الابتكار. المنهجية: لتحقيق هدف الدراسة، استُخدم المنهج الوصفي بأسلوب البحوث النوعية وفق تصميم البحث الظواهري، واستُخدمت المقابلة شبه المهيكلة وسيلةً لجمع البيانات، وطُبقت على (30) من الطلبة المشاركين في المسابقات، والحاصلين على تمويل بحثي، وينتسبون إلى جامعتين حكوميتين، وثلاث جامعات خاصّة في السلطنة، وتمّ اختيار العيّنة من مجتمع الدراسة بطريقتين: كرة الثلج، والقصدية. النتائج: أظهرت النتائج أنّ هنالك عددًا من التحدّيات تواجه إدارة الابتكارات في الجامعات العمانية قبل وأثناء وبعد الابتكار حسب خبرات الطلبة، ورغم تقسيم التحديات؛ إلا أن ما يظهر في مرحلة قد يمتدّ أثره للمراحل اللاحقة. وكشفت النتائج أن من تحديات مرحلة ما قبل الابتكار: التنقيب عن الأفكار الابتكارية، وتشكيل الفريق، واختيار المشرف المناسب. أما التحديات أثناء مرحلة الابتكار، منها: التحدّيات الشخصية، والسياسات والقوانين، والموارد البشرية، والموارد المالية والتمويل، وآليات...

This study outlines the perceptions and views of Jordanian students regarding global citizenship at university in terms of their knowledge of global citizenship education (GCED), curricula and instruction processes. The data were collected using semi-structured interviews with fifteen English as a foreign language (EFL) university students studying in the 2022–23 academic year. The findings reveal that students had a basic understanding of GCED, which was often confused with national citizenship. Universities delivered courses that touched on GCED-related topics without focusing on the subject and academic staff required more empowerment in designing curricula or addressing GCED, as students reported that educators often presented GCED topics directly, with limited emphasis on learner-centred approaches. The study concludes by proposing recommendations for the sustainable integration of GCED into universities, encompassing documents used throughout universities and classroom pedagogical practices. These suggestions have international implications.

The study aimed to identify the reality of including pre-‎university education policies in the Sultanate of Oman ‎for the purposes of the fourth goal of the sustainable ‎development goals (2030) according to the dimensions ‎set by the study (compulsory of education, educational justice and quality of education).The study applied the descriptive methodlogy and used the qualitative ‎method through the content analysis form to analyze a ‎number of educational documents in the Sultanate of ‎Oman. The results showed that the ‘Quality of ‎Education’ dimension obtained the first rank as the ‎most included dimension in the documents subject of ‎analysis with a general mean of (13.6), whereas the ‎dimension ‘compulsory of education’ came second, ‎while the ‘educational justice’ dimension ranked last. ‎The study recommended the importance of paying ‎more attention from educational policy ‎makers to pre-‎school education، and caring about ‎special education to ‎achieve justice in education.

In a climate of increasing multiculturalism in education, classrooms have become more diverse, offering educators and institutions both opportunities and challenges. In response to changing advancements and trends in education, school administrators claim that classroom diversity can develop students’ learning potential when properly harnessed and matched with inclusive pedagogy. This research reflects how diversity within the Omani education system can be enhanced by comparing the beliefs and experiences of students in diverse classrooms. This information provides a better understanding of students’ learning needs based on their perception of diversity. A descriptive study was performed with a quantitative approach, whereby a sample of 283 students completed a survey. The results indicate that female students rated more highly on the teaching method scale in comparison to male students. Additional post hoc tests on simple effects confirmed that non-Arab students tend to rate their teachers comparatively more highly in terms of teaching methods, curriculum design, assessment techniques, and practical skills than Omani and Arab pupils across the different subjects. This study offers valuable insights and practical strategies for cultivating diversity and inclusion in diverse settings in Omani schools.

Global citizenship has recently attracted significant attention from nations for its importance in sustainable development. This study explores the extent of the adoption of global citizenship concepts and principles in Omani education by analyzing the reality of including global citizenship concepts in national policies in Oman. Qualitative Document Analysis (QDA) was used in order to establish the support force in achieving the main requirements of GCED in three Omani national policies: Education Philosophy, the Basic Law of the State, and Oman Vision 2040. The results reveal that the Education Philosophy is one of the most comprehensive documents on concepts, principles, and requirements. Additionally, sustainable development issues are among the key principles contained in the analyzed national documents. These are followed by principles of ecological balance, scientific thinking, and technology, with significant interest in other principles as well.