Role of Academic Accreditation and its Requirements in Guiding Saudi Universities to Enhance Students’ National Identity

Abstract

Purpose This study investigates the intricate relationship between academic accreditation, its requisites, and the transformative journey of national identity within Saudi universities. Methodology Employing a descriptive survey methodology, questionnaires were distributed to experts in curricula, education fundamentals, and faculty members from various Saudi universities. The collected data was analyzed utilizing statistical measures such as arithmetic averages on SPSS tools employing correlation analysis to measure the relationships between questionnaire items and the overall Cronbach's alpha coefficient was undertaken to evaluate the tool's stability. Findings Meticulous analysis revealed a significant contribution of academic accreditation requirements in skillfully nurturing the national identity of Saudi universities' erudite student body. Notably, the items elucidating the National Qualifications Framework emerged as potent catalysts, emphasizing essential learning outcomes encompassing responsibility, teamwork skills, and citizenship values, all crucial for fostering national identity. Implications for research and practice. Findings unveil the pivotal role played by academic accreditation processes in guiding Saudi universities toward bolstering national identity.  The study highlights the need for continued emphasis on accreditation requirements, integration with responsible citizenship values, and comprehensive program monitoring. The study however was limited to a small sample size and contextual specificity, which should be addressed in future studies by expanding the sample and considering diverse educational systems and cultural contexts.