The Bologna Process and its Relevance to the EFL Context in the Iraqi Kurdistan Region Universities: Views from Academia and Administration

Layla Taher Sharif and Barham Sattar Abdulrahman

SAGE Open, 2025, vol. 15, issue 3, 21582440251375628

Abstract: For nearly 7 years, universities in the Iraqi Kurdistan Region (IKR) have been implementing the Bologna Process (BP) under the Ministry of Higher Education and Scientific Research (MOHESR), yet its implementation lacks comprehensive academic evaluation. This study investigates the applicability of the BP in IKR English departments, focusing on challenges faced by instructors and administrative staff. Using a qualitative approach, semi-structured interviews were conducted with nine instructors, five administrators from four universities (University of Sulaimani, University of Halabja, Charmo University, and Soran University), and three members of the Higher Committee for Implementing the BP. Thematic analysis identified key challenges, including large class sizes, inadequate infrastructure, and difficulties adapting student-centred learning within the European Credit Transfer System (ECTS) framework. Other issues include workload pressures, time constraints, centralised directives, staff shortages, limited autonomy, and financial concerns. To address these, the study proposes a multi-pronged approach involving formal registration of IKR with the European Higher Education Area, adoption of new quality assurance standards, and increased government support. These measures aim to enhance transparency, award diploma supplements, and align with international standards, promoting graduate employability and international recognition of qualifications. This study contributes to improving the BP implementation in IKR English departments.

Keywords: Bologna Process; BFUG; ECTS; higher education; EHEA; English department; Iraqi Kurdistan Region (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251375628

DOI: 10.1177/21582440251375628

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