From Teaching to Employability: The Cultural and Performance Pathways to Success
Downloads
The current research examines the possible mediating and moderating effects of Teaching Efficacy (TE) and National Culture (NC) on the nexus of Readiness of Students (RS), Interactive Online Collaboration (IOC), Faculty Training (FT), and Policy Support (PS) and the ensuing results of Student Performance (SP), Job Employment (JE), Student Competency (SC), and University Reputation (UR). We have evaluated both the direct and indirect association between the stipulated constructs by utilizing Partial Least Squares Structural Equation Modeling (PLS -SEM) on a sample of 291 respondents who were sampled using structured questionnaires. The empirical evidence suggests that TE is a medium of connecting between RS, PS, and SP and therefore enhances its impact on JE, SC, and UR. Notably, the influence of SP on JE is statistically significant in case of concurrent TE activity (O for indirect path = 0.215, p<0.001). Similarly, mediation helped students score better on SC (O = 0.327, t = 6.261, p < 0.001) and UR (O = -0.065, t = 1.911, p = 0.028). A substantial direct correlation was found between RS and TE (r = 0.282, t = 4.175, p < 0.001). The outcome of the moderate analysis indicated that Organizational Culture exerted a strong influence, leading to a positive impact on the correlation between TE and SP (O = 0.087, t = 1.994, p = 0.023). In addition, Information Culture (IC) acted as a protective factor, moderating the relationship between RS and TE (O = -0.093, t = 1.945, p = 0.026). Taking TE as the main factor and cultural elements as moderators significantly improved the model's performance, demonstrating that student results and university reputation can be enhanced when there is strong teaching competence and a positive organizational environment within these institutions.
Downloads
[1] Almaki, S. H., Al Mazrouei, A. K., Mafarja, N., Naseem, W., Sial, M. A., & Naveed, R. T. (2024). Factors influencing inclusive teachers’ acceptance to adopt eLearning platforms in classroom: a case study in Oman. Frontiers in Education, 9, 1477659. doi:10.3389/feduc.2024.1477659.
[2] Almeida, F., & Morais, J. (2025). Non-formal education as a response to social problems in developing countries. E-Learning and Digital Media, 22(2), 122–138. doi:10.1177/20427530241231843.
[3] Shannaq, B., Saleem, I., Alrawahi, S., Almhlawi, S., & Almaqbali, S. (2025). Enhancing Student Motivation and Competencies: Integrating E-Learning, Technological Literacy, and Cultural Alignment. Emerging Science Journal, 9(1), 451–467. doi:10.28991/ESJ-2025-09-01-025.
[4] Shannaq, B. (2024). E-Learning Integration and Its Impact on MIS Skill Development and Student Engagement. Emerging Science Journal, 8, 425–443. doi:10.28991/ESJ-2024-SIED1-025.
[5] Shannaq, B. (2025). E-Learning Integration and Teaching Strategies to Enhance Knowledge Retention in Higher Education. Emerging Science Journal, 9(2), 829–850. doi:10.28991/ESJ-2025-09-02-017.
[6] Asare, P. Y., & Amo, S. K. (2023). Developing preservice teachers’ teaching engagement efficacy: A classroom managerial implication. Cogent Education, 10(1), 2170122. doi:10.1080/2331186X.2023.2170122.
[7] Woodcock, S., Hitches, E., & Manning, A. (2023). ‘The hardest part is…’: Teacher self-efficacy and inclusive practice. International Journal of Educational Research Open, 5, 100289. doi:10.1016/j.ijedro.2023.100289.
[8] Dixon, H., Hawe, E., & Grudnoff, L. (2024). Providing opportunities and experiences to support student teacher self-efficacy: the case for teaching as inquiry. European Journal of Teacher Education, 1–17. doi:10.1080/02619768.2024.2311708.
[9] Basma, L., & Rubie-Davies, C. M. (2025). Exploring beliefs about gender roles and gender equality in Lebanon. International Journal of Qualitative Studies in Education, 1–22. doi:10.1080/09518398.2025.2539375.
[10] Madsen, J., Jobson, L., Slewa-Younan, S., Mohammad, Y., Riman, I., Othman, L., & King, K. (2025). Arab Australian Men’s Perspectives on Mental Health: Exploring Beliefs About Causes, Help-Seeking Attitudes, and Experiences. Psychology of Men and Masculinity. doi:10.1037/men0000520.
[11] Hasanah, U., Djafri, F., & Nugraheni, N. E. (2025). The Influence of Language and Culture Learning on Students’ Perception of Social Issues in South Korea: Insights from Indonesian Learners of Korean. Journal of Asian Social Science Research, 7(1), 121–148. doi:10.15575/jassr.v7i1.118.
[12] Shaıbou, A. H. (2024). Strategies to Enhance Student Engagement and Retention in Higher Education Learning Environments. British Journal of Multidisciplinary and Advanced Studies, 5(5), 13–31. doi:10.37745/bjmas.2022.04182.
[13] Naseer, F., Tariq, R., Alshahrani, H. M., Alruwais, N., & Al-Wesabi, F. N. (2025). Project based learning framework integrating industry collaboration to enhance student future readiness in higher education. Scientific Reports, 15(1), 24985. doi:10.1038/s41598-025-10385-4.
[14] Dighliya, B. (2024). Innovative Teaching Methods for Skill Development. Insights into International Higher Education Leadership and the Skills Gap, 229–250. doi:10.4018/979-8-3693-3443-0.ch009.
[15] Dritsas, E., & Trigka, M. (2025). Methodological and Technological Advancements in E-Learning. Information (Switzerland), 16(1), 56. doi:10.3390/info16010056.
[16] Eltaiba, N., Hosseini, S., & Okoye, K. (2025). Benefits and impact of technology-enhanced learning applications in higher education in Middle East and North Africa: A systematic review. Global Transitions, 7, 350–374. doi:10.1016/j.glt.2025.06.004.
[17] Aldabbas, H., & Alzoukani, A. (2025). Determining the Challenges and Future Opportunities in Vocational Education and Training in the UAE: A Systematic Literature Review. Open Education Studies, 7(1), 20250082. doi:10.1515/edu-2025-0082.
[18] Leal-Arcas, R., Almashloum, S., Jazzar, R., Saleh, N. Bin, & Almunifi, R. (2025). Energy Policy of Oman: Pursuing Decarbonization. Energies, 18(5), 1270. doi:10.3390/en18051270.
[19] AlKarmi, R., Tutunji, T. A., & Hijazi, M. (2024). HTUx: An Online Learning-Platform Model Targeting the Arab Youth. Higher Education in the Arab World. Springer, Cham, Switzerland. doi:10.1007/978-3-031-70779-7_11.
[20] Aljaber, A. A. M. (2021). The reality of using smartphone applications for learning in higher education of Saudi Arabia. Ph.D. Thesis, University of Glasgow, Glasgow, Scotland. doi:10.5525/GLA.THESIS.81974.
[21] Bejinaru, R., & Prelipcean, G. (2017). Successful strategies to be learnt from world-class universities. Proceedings of the International Conference on Business Excellence, 11(1), 350–358. doi:10.1515/picbe-2017-0037.
[22] Hatlevik, O. E. (2017). Examining the Relationship between Teachers’ Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School. Scandinavian Journal of Educational Research, 61(5), 555–567. doi:10.1080/00313831.2016.1172501.
[23] Hernández-Leo, D., & Ginoyan, K. (2025). Supporting teachers’ value-sensitive reflections on the cost–benefit dynamics of technology in educational practices. British Journal of Educational Technology, 56(4), 1350–1369. doi:10.1111/bjet.13592.
[24] Martínez, I. M., Youssef-Morgan, C. M., Chambel, M. J., & Marques-Pinto, A. (2019). Antecedents of academic performance of university students: academic engagement and psychological capital resources. Educational Psychology, 39(8), 1047–1067. doi:10.1080/01443410.2019.1623382.
[25] Liddicoat, A. J., Scarino, A., & Kohler, M. (2018). The impact of school structures and cultures on change in teaching and learning: the case of languages. Curriculum Perspectives, 38(1), 3–13. doi:10.1007/s41297-017-0021-y.
[26] Lu, S. H., & Chen, C. C. (2025). Principals’ distributed leadership and the effectiveness of school innovation management: the mediating role of school organisational culture. Journal of Educational Administration, 63(2), 129–143. doi:10.1108/JEA-04-2024-0109.
[27] Gündoğdu, B., & Merç, A. (2022). A Systematic Review of Tech-supported Collaborative Creativity Practices in the Field of Education. Journal of Learning and Teaching in Digital Age, 7(1), 76–89. doi:10.53850/joltida.953760.
[28] Panicker, P. (2020). Exploring cultural challenges to implementing Educational Technology in the higher education sector in India. arXiv Preprint, arXiv:2005.11020. doi:10.48550/ARXIV.2005.11020.
[29] Choo, C. W., Furness, C., Paquette, S., Van Den Berg, H., Detlor, B., Bergeron, P., & Heaton, L. (2006). Working with information: Information management and culture in a professional services organization. Journal of Information Science, 32(6), 491–510. doi:10.1177/0165551506068159.
[30] Gao, Y., Wong, S. L., Mas, M. N., & Noordin, N. (2022). A bibliometric analysis of online faculty professional development in higher education. Research and Practice in Technology Enhanced Learning, 17(1), 17. doi:10.1186/s41039-022-00196-w.
[31] Jacobs, G. E., & Castek, J. (2018). Digital Problem Solving: The Literacies of Navigating Life in the Digital Age. Journal of Adolescent and Adult Literacy, 61(6), 681–685. doi:10.1002/jaal.745.
[32] Aithal, P. S., & Maiya, A. K. (2024). Innovations in Higher Education Industry – Shaping the Future. International Journal of Case Studies in Business, IT, and Education (IJCSBE), 7(4), 283-311. doi:10.2139/ssrn.4770797.
[33] Jiang, B., Li, X., Liu, S., Hao, C., Zhang, G., & Lin, Q. (2022). Experience of Online Learning from COVID-19: Preparing for the Future of Digital Transformation in Education. International Journal of Environmental Research and Public Health, 19(24), 16787. doi:10.3390/ijerph192416787.
[34] Christiansen, B., & Even, A. M. (2024). Advancing Student Employability Through Higher Education. IGI Global, Hershey, United States. doi:10.4018/979-8-3693-0517-1.
[35] Stephen, J. S., & Fru, A. (2023). Cultivating Student Employability Skills: Classroom to Career Preparedness and Readiness. Global Perspectives on Higher Education. Knowledge Studies in Higher Education, 11. Springer, Cham, Switzerland. doi:10.1007/978-3-031-31646-3_21.
[36] Zhang, Y., & Li, C. (2025). Leveraging pedagogical knowledge for effective technology integration in education: A research-based approach. International Journal of Educational Research, 130, 102553. doi:10.1016/j.ijer.2025.102553.
[37] Selvan, K. T., & Lakshmi, C. (2025). Reimagining Higher Education Beyond Vocational Training. Transformative Approaches to Career-Ready Education. Springer, Singapore. doi:10.1007/978-981-96-7018-5_13.
[38] Azila-Gbettor, E. M., Glate, S. N., & Honyenuga, B. Q. (2025). Enhancing students’ academic performance: a two-way serial mediation model. Journal of Applied Research in Higher Education, 1-15. doi:10.1108/JARHE-06-2024-0307.
[39] chunk, D. H., & DiBenedetto, M. K. (2023). Learning from a social cognitive theory perspective. International Encyclopedia of Education (Fourth Edition), 22–35, Elsevier Science, Amsterdam, Netherlands. doi:10.1016/b978-0-12-818630-5.14004-7.
[40] Fisher, R., Perényi, Á., & Birdthistle, N. (2021). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97–113. doi:10.1177/1469787418801702.
[41] Ukhova, N., & Gabelaia, I. (2025). A Systematic Review and Cluster Analysis Of 21st-Century Skills Relevant to Digital Formal Learning in Higher Education. INTED2025 Proceedings, 1, 1683–1692. doi:10.21125/inted.2025.0509.
[42] Chickering, A. W., & Gamson, Z. F. (1991). Appendix A: Seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 1991(47), 63–69. doi:10.1002/tl.37219914708.
[43] Martinez, M. E., & Gomez, V. (2025). Active Learning Strategies: A Mini Review of Evidence-Based Approaches. Acta Pedagogia Asiana, 4(1), 43–54. doi:10.53623/apga.v4i1.555.
[44] Lo, N. P.-K. (2024). The Confluence of Digital Literacy and Eco-Consciousness: Harmonizing Digital Skills with Sustainable Practices in Education. Platforms, 2(1), 15–32. doi:10.3390/platforms2010002.
[45] Thelma, C. C., Sain, Z. H., Shogbesan, Y. O., Phiri, E. V., & Akpan, W. M. (2024). Digital literacy in education: Preparing students for the future workforce. International Journal of Research, 11(8), 327-343. doi:10.5281/ZENODO.13347718.
[46] Zhang, H., Khaskheli, A., Raza, S. A., & Masood, A. (2024). Linkage between Students’ Skills and Employability: Moderating Influence of University Reputation. Corporate Reputation Review, 27(4), 229–248. doi:10.1057/s41299-023-00169-9.
[47] Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: student-centered strategies for academic and personal growth. Frontiers in Education, 10, 1518602. doi:10.3389/feduc.2025.1518602.
[48] Martini, M. C., & Fabbris, L. (2017). Beyond Employment Rate: A Multidimensional Indicator of Higher Education Effectiveness. Social Indicators Research, 130(1), 351–370. doi:10.1007/s11205-015-1179-z.
[49] Żemojtel-Piotrowska, M., Piotrowski, J. (2023). Hofstede’s Cultural Dimensions Theory. Encyclopedia of Sexual Psychology and Behavior. Springer, Cham, Switzerland. doi:10.1007/978-3-031-08956-5_1124-1.
[50] Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co, New York, United States.
[51] Hofstede, G., Hofstede, G. J. & Minkov, M. (2010) Cultures and Organizations: Software of the Mind (3rd Ed.). McGraw-Hill, London, United Kingdom.
[52] Vygotsky, L. S. (1980). Mind in Society. Harvard University Press, Cambridge, United States. doi:10.2307/j.ctvjf9vz4.
[53] Abdullah, M. L., M Azizan, A. S., & Mulyadi, D. (2025). Technology readiness among learners in e-learning institutions: a systematic literature review. Muallim Journal of Social Science and Humanities, 159–172. doi:10.33306/mjssh/339.
[54] Budiyanto, C. W., Latifah, R., Saputro, H., & rananto, A. (2024). The Barriers and Readiness to Deal With Digital Transformation in Higher Education. TEM Journal, 13(1), 334–348. doi:10.18421/TEM131-35.
[55] Salmons, J. (2023). Learning to Collaborate, Collaborating to Learn. Engaging Students in the Classroom and Online. Routledge, New York, United States. doi:10.4324/9781003445708.
[56] Salas-Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review. British Journal of Educational Technology, 53(3), 593–619. doi:10.1111/bjet.13190.
[57] Bajracharya, J. R. (2021). Technology Integration Models and Frameworks in Teaching and Training. Journal of Training and Development, 6(01), 3–11. doi:10.3126/jtd.v6i01.41674.
[58] Song, M. J. (2021). Teacher professional development in integrating digital fabrication technologies into teaching and learning. Educational Media International, 58(4), 317–334. doi:10.1080/09523987.2021.1989766.
[59] Qadach, M., Schechter, C., & Da’as, R. (2020). From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students’ Achievements. Educational Administration Quarterly, 56(5), 736–778. doi:10.1177/0013161X20907133.
[60] Chen, X. (2024). Effectiveness of Practical Teaching Participation for Improving the Students’ Employability. International Journal of Sociologies and Anthropologies Science Reviews, 4(3), 475–490. doi:10.60027/ijsasr.2024.4276.
[61] Cronjé, J. C. (2011). Using Hofstede’s cultural dimensions to interpret cross-cultural blended teaching and learning. Computers and Education, 56(3), 596–603. doi:10.1016/j.compedu.2010.09.021.
[62] Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. Classroom Companion: Business. Springer International Publishing, Cham, Switzerland. doi:10.1007/978-3-030-80519-7.
[63] Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. doi:10.1108/EBR-11-2018-0203.
- This work (including HTML and PDF Files) is licensed under a Creative Commons Attribution 4.0 International License.
