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This study examines Omani higher education institution (HEI) students’ perceptions of quality assurance (QA) and institutional accreditation as sustainable educational practices. In light of Oman’s commitment to sustainable development through Oman Vision 2040, understanding students’ views on QA and accreditation is essential to ensure these processes contribute meaningfully to (a) educational quality and (b) sustainability. Using a qualitative case study approach, data were collected through focus group interviews with 15 students from various Omani HEIs and supplemented by document analysis of institutional QA materials. Findings indicate that while students generally recognize QA and accreditation as mechanisms to uphold educational standards, they identified several challenges, including limited transparency, minimal involvement in QA processes, and a perception of QA as an administrative rather than educational tool. Students expressed a strong desire for greater transparency and active participation, believing that their involvement could enhance the relevance and sustainability of QA practices. This study highlights the potential of student engagement to foster a more sustainable, responsive approach to QA in HEIs. Recommendations for HEIs include enhancing transparency, involving students in QA committees, developing awareness programs on QA’s role in sustainable education, and aligning policy and accreditation standards to prioritize student-centered QA. By addressing these insights, HEIs in Oman can support a culture of continuous improvement and sustainable educational quality, contributing to national goals for development and educational excellence practices. This study highlights the potential of student engagement to foster a more sustainable, responsive approach to QA in HEIs. Recommendations for HEIs include enhancing transparency, involving students in QA committees, developing awareness programs on QA’s role in sustainable education, and aligning policy and accreditation standards to prioritize student-centered QA. By addressing these insights, HEIs in Oman can support a culture of continuous improvement and sustainable educational quality, contributing to national goals for development and educational excellence.

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Omani HEI Students’ Perceptions of Quality Assurance and Institutional Accreditation as Sustainable Educational Practices

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  • 发表日期：

    2025年

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  • Don Anton Robles Balida,
  • Hashim Elbadri,
  • Saada Alhabsi

摘要

This study examines Omani higher education institution (HEI) students’ perceptions of quality assurance (QA) and institutional accreditation as sustainable educational practices. In light of Oman’s commitment to sustainable development through Oman Vision 2040, understanding students’ views on QA and accreditation is essential to ensure these processes contribute meaningfully to (a) educational quality and (b) sustainability. Using a qualitative case study approach, data were collected through focus group interviews with 15 students from various Omani HEIs and supplemented by document analysis of institutional QA materials. Findings indicate that while students generally recognize QA and accreditation as mechanisms to uphold educational standards, they identified several challenges, including limited transparency, minimal involvement in QA processes, and a perception of QA as an administrative rather than educational tool. Students expressed a strong desire for greater transparency and active participation, believing that their involvement could enhance the relevance and sustainability of QA practices. This study highlights the potential of student engagement to foster a more sustainable, responsive approach to QA in HEIs. Recommendations for HEIs include enhancing transparency, involving students in QA committees, developing awareness programs on QA’s role in sustainable education, and aligning policy and accreditation standards to prioritize student-centered QA. By addressing these insights, HEIs in Oman can support a culture of continuous improvement and sustainable educational quality, contributing to national goals for development and educational excellence practices. This study highlights the potential of student engagement to foster a more sustainable, responsive approach to QA in HEIs. Recommendations for HEIs include enhancing transparency, involving students in QA committees, developing awareness programs on QA’s role in sustainable education, and aligning policy and accreditation standards to prioritize student-centered QA. By addressing these insights, HEIs in Oman can support a culture of continuous improvement and sustainable educational quality, contributing to national goals for development and educational excellence.