Importance of blending approach on the selection of education philosophy: Empirical evidence in higher educational institutions in GCC

Abstract

Purpose: – This study aims to explore the teaching philosophies that educators implement in classroom settings and how these philosophies shape classroom dynamics, including authority distribution, curriculum roles, student-teacher responsibilities, and methods of assessment. It also investigates whether factors such as gender, academic qualifications, subject expertise, and teaching experience significantly affect educators’ philosophical orientations.

Design/methodology/approach: – A quantitative research approach was adopted, utilizing survey data gathered from 196 teaching professional working in various higher educational institutes in GCC countries. Study employed descriptive statistics (means and standard deviations), along with inferential statistical tools such as t-tests and ANOVA to make effective data analysis and to  , to analyze the data and to gauge on standard parameter to the hypothesis of the research.

Study findings: -The analysis revealed that the instructors tend to use a mixed instructional approach that combines contracts for both teacher centric and student centric teaching philosophies. Notably, aspects of the progressivism, the constructivism, re-constructivism and the perennialism were prominent through their teaching strategies. The findings also indicate that the gender concerns and the specialization areas along with the experience do not significantly affect teaching philosophy, whereas age appears to be a determining factor.

Research limitations/implications: – The scope of this study is confined to one public institution in Oman, focusing specifically on faculty from the Business Studies department. It limits its examination to teachers’ educational philosophy without accounting for other variables that might influence student success and teaching effectiveness.

Practical implications – The findings offer valuable perspectives for educators, academic leaders, and policymakers. The research highlights the importance of integrating both teacher-directed and learner-centered philosophies to foster better engagement, learning outcomes, and retention among students.

Social implications – The outcome of the study strongly advocates the adoption of a balanced philosophical approach in higher education to promote active student involvement and improved academic outcomes. Policymakers must consider aligning teaching practices with the most effective educational philosophies to enhance the quality of instruction.

Originality/value – This research represents the first known study of its kind focusing on higher education faculty in Oman. It contributes to the understanding of how specific instructional strategies align with broader educational philosophies and can influence teaching effectiveness