Higher education institutions represent a critical part in educational development among GCC countries. Today, the member states have made remarkable investments in ensuring that their colleges and universities not only meet international standards but surpass them. Despite such a positive development, some issues related to the quality of education have not been adequately addressed. However, students’ experiences have improved with the institution of modernistic elements in the pedagogical processes. For example, the application of technology in the teaching and the learning processes has become a part of higher institutions in the GCC countries. This research, therefore, will document higher education institutions in GCC countries and their situation with e-assessment technology.
Institutions of higher learning in GCC countries have experienced critical development in terms of the application of pedagogical practices. According to Vardhan (2016), the current growth trajectory has allowed for critical quality initiatives. For this reason, institutions of higher learning in the region do not only meet the regional standards but also international ones. The current performance can be attributed to continuous initiatives to ensure that tertiary institutions within the GCC region fulfill educational goals. Furthermore, government policies have played an active role in bolstering the growth of institutions of higher learning (Naithani, 2011). They provide the requisite facilitations such as the development of policies that address priority issues within the sector.
The current state of institutions of higher learning in the GCC region has been boosted by the availability of skilled staff. According to a report prepared by Al-Sabah (2017), the rising standards in education quality can be attributed to the focus by GCC governments to ensure that all institutions are well-equipped to tackle present and future challenges. For this reason, regional as well as local institutions perform exemplarily compared to the period when remarkable changes had not been introduced. However, there is a need for critical improvement of the state of higher education to inspire more young people. Dakhli and El-Zohairy (2013) claim that learning from major global actors may provide an opportunity for institutions of higher learning within the GCC region to meet the desired qualities. Thus, with the current focus on financial initiatives, the institutions will improve performance especially with the transition towards the application of innovation and technology in the pedagogical processes (Oxford Business Group, 2021). This leaning will ensure that the higher education institutions within the GCC region meet the desired performance outcomes.
E-assessment technology among institutions of higher learning in the GCC region has improved. According to Appiah and van Tonder (2018), e-assessment concerns on-demand testing using the internet to assess learning, responses, and education delivery. Through technological enhancements and applications, e-assessment tasks and principles have become widespread and relevant within the pedagogical processes among institutions of higher learning in the GCC region. The implementation of e-learning quality assurance in the region, for example, has made it possible to promote the development of varied dimensions of e-assessment (Anwar, Sohail, & Al Reyaysa, 2020). The advent of COVID-19, however, made it critical for the utilization of the e-assessment technology since most public activities such as attending physical classrooms were curtailed for most students (Sarea, Alhadrami, & Taufiq-Hail, 2021). For this reason, the situation of e-assessment technology within the institutions of higher learning in the GCC region has improved to include varied elements relevant to educational assessment.
Institutions of higher learning in the GCC region have made critical progress in line with the enhancement of education. Today, they are known for continuous quality improvements with the application of technological and innovative initiatives. It is for this reason that the e-assessment technology applied by the institutions of higher learning adheres to the required testing tenets. However, there is a need for continuous improvement to surpass the current standards.
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