Higher education institutions went through a radical transition from face to face to online learning due to the COVID-19 pandemic. The transition and success of online learning depends on various factors. This research aims to measure the impact of critical factors on the effectiveness of online learning. The theoretical framework of the study considers eight factors namely, IT infrastructure, learning platform, students’ characteristics, faculty support, active learning, course design, development and delivery, evaluation and assessment, and institutional support. The study is quantitative; a well-structured survey questionnaire was deployed to collect data from participants selected based on a purposive sampling technique. The results indicate that the majority of the respondents perceived online learning as effective, which is reflected by the average score of 4 on a Likert scale. A model summary of the multiple regression analysis illustrates that 39.2% influence on dependent variable ‘effectiveness of online learning’ is due to the above-mentioned eight independent variables. The coefficients of the model show that active learning and institutional support have significant positive impact on the effectiveness of online learning. The findings provide direction to educators in strengthening the pedagogy of active learning across courses and institutional support in terms of IT infrastructure, IT support and services, faculty development program, and management vision towards digitalization. The theoretical framework of the study has been confirmed by the results as reflected by the perception of the staff and students who participated in the survey. This guides university management in designing strategies to ensure effectiveness of online learning.

Purpose This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO. Design/methodology/approach A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation. Findings The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users. Originality/value This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.

Universities foster a collaboration with industry with their commitment towards society. Corporate social responsibility (CSR) practices of organizations facilitate implementation of the recognition of prior learning (RPL) in higher education, while creating long-term opportunities for sustainable development. The researchers of this study come from two different disciplines, and aim to embed sustainable development strategies for transforming education by utilizing the capacity of educators and industry professionals, while also contributing to the community and economy. The researcher with a specialization in economics identified the well-being of the community and economy, and another researcher with a design and ergonomics background brought the concept of service design. Results of the conducted surveys imply that a skill gap exists in the labor market and participants from the community are interested in receiving hands on training from the industry. The researchers introduce a model focusing on the significance and implementation of RPL, allowing youth and adults to accumulate credit through non-formal and informal learning experiences. The model reflects how the university assesses the current skills and needs of the target communities, how they are communicated to industry by identifying potential areas of development, how industry responds to the needs by providing training, and how the university acknowledges prior learning and promotes potential candidates to contribute towards industry.

Universities are keen to offer a holistic student experience, which is imparted through participation in activities, involvement in clubs, and community engagement. Campus life and activities contribute to skills and attributes enhance employability and interpersonal competencies. Within this context, this research aims to examine students’ preferences for features of campus life and activities to acquire life skills and competencies. The study explores the perceptions of the students at Gulf University, Bahrain about campus life and participation in activities for interpersonal and academic achievement. The research deployed both quantitative and qualitative methodology. The quantitative methodology relied on questionnaire, with responses from 405 students across the programs. The results were analysed to identify students’ preferences for activities and development of competencies. As part of the qualitative methodology, a focus group interview was conducted involving 10 students. The results of the questionnaire and content analysis of the focus group interview illustrated that students embrace campus life and appreciate the opportunity to participate in a wide range of events and activities. All the students were interested in sports activities. The role of activities in developing a range of competencies for employability and holistic learning was overlooked by a considerable number of students. The results were utilized to design a four-to five-year competency framework supporting universities to prepare graduates who stand out to employers because of their interpersonal competencies such as reflecting a distinguished character, passion for taking responsibility, and leading initiatives in their profession, community, and environment. The framework supports ongoing improvement in competency identification, redesigning campus life and activities, assessing the impact, and feeding back for the next cycle.

Drama takes various forms which reflect cultural values, past happenings, future trends, socio cultural and behavioral aspect. In return the various forms of drama have impact on entertainment as well as delivering instructive messages. Utilizing drama scenes/videos in classroom not only facilitates learning process in higher education but helps in retrieving information, stimulating students' interest, encouraging student engagement, and developing reflective understanding. This proves to be an effective teaching -learning method provided the chosen scenes are well aligned with the topics and reflect learning outcome. The research aims to measure the impact of utilizing drama in classroom learning in higher education and to develop a framework for implementing this tool effectively in classroom. Staff and students at Gulf University, Bahrain who responded to the surveys confirmed that this method has impact on student learning environment and achievement of learning outcomes. This innovative method is able to stimulate student interest in the courses' topics, enhance student engagement in class and develop reflective understanding.