Beyond Consultation: Rethinking Stakeholder Engagement in Qatar’s Public Education Policymaking

Abstract

Stakeholder engagement is crucial for inclusive public education policymaking that reflects diverse community needs. Since 2002, Qatar’s education system has undergone extensive reforms, yet little attention has been given to policymakers’ perspectives on stakeholder integration within the Ministry of Education and Higher Education (MOEHE). This research addresses that gap by exploring the nature of stakeholder engagement in Qatar’s K-12 education policymaking through a qualitative case study involving 14 MOEHE policymakers. Data were collected through semi-structured interviews and analyzed thematically to explore policymakers’ perceptions and experiences. The objective of this study is to explore how MOEHE policymakers perceive and practice stakeholder engagement in Qatar’s K-12 education policymaking context. Findings reveal active stakeholder involvement but highlight challenges such as limited transparency and organizational barriers. To move beyond consultation toward meaningful engagement, the study introduces the 4-Ps Framework—People, Process, Purpose, and Principles—as a structured approach to strengthening stakeholder integration in policymaking. It recommends expanding engagement networks, implementing transparent feedback mechanisms, strengthening data-driven decision-making, and prioritizing capacity building. By rethinking stakeholder engagement as a dynamic and participatory process rather than a procedural obligation, this research offers insights into fostering a more inclusive, responsive, and impactful policymaking culture within Qatar’s centralized education governance system.

1. Introduction

Stakeholder integration has become a cornerstone of modern public policy, including diverse voices, such as policymakers, practitioners, and community members, in the policymaking process. Effective stakeholder integration fosters governance accountability, trust, and legitimacy, particularly in addressing complex policy challenges (Bryson, 2004; Cheema & Rondinelli, 2007). However, achieving inclusivity in centralized systems presents challenges. These systems often prioritize consistency and coherence in policy implementation, but need support in adapting to local contexts (Faguet, 2014; Jütting et al., 2004).

Global examples highlight the value of stakeholder integration. In Finland, collaborative engagement among policymakers, teachers, and community members has significantly enhanced education outcomes by aligning reforms with local realities (Halinen, 2018; Heikkilä, 2021). In contrast, Singapore balances centralized oversight with participatory mechanisms, allowing stakeholders to influence key decisions while integrating national objectives with community-specific concerns (Nair, 2020; Tan et al., 2008). These cases demonstrate how inclusive policymaking can contribute to education reform effectiveness, regardless of governance structure. Nevertheless, centralized governance often reduces stakeholder participation to tokenistic consultations, where input is limited or fails to influence decisions meaningfully (Faguet, 2014).

The public K-12 education system in Qatar, which refers to the formal schooling from kindergarten through 12th grade, exemplifies these dynamics, having undergone significant reforms to modernize and align with socioeconomic goals. The 2002 reform introduced a sector-wide transformation in response to systemic inefficiencies, establishing the Independent School Model to emphasize decentralization, autonomy, and accountability. These reforms sought to improve student-centered learning, teacher training, and curriculum standards while integrating technology into classrooms. By 2011, all public schools had adopted this model. Despite these efforts, challenges such as inconsistencies in implementation, resistance from stakeholders, and teacher readiness gaps highlighted the complexity of such large-scale transformations (Alkhateeb et al., 2022; Alkhater, 2016; Brewer et al., 2007; Zellman et al., 2009).

While the Independent School Model represented Qatar’s move toward decentralization, policymaking remained highly centralized under the Ministry of Education and Higher Education (MOEHE). The MOEHE retained control over curriculum development, resource allocation, and policy implementation, ensuring uniformity across the education sector. However, this centralized structure often limited the flexibility needed to address local needs and reduced opportunities for meaningful stakeholder engagement. Decision-making typically followed a top-down approach, leaving limited room for teachers, parents, and community leaders to influence policies directly (Zellman et al., 2009). These challenges reflect global questions about what makes stakeholder engagement effective in education policy.

The literature offers insights into several components that make stakeholder engagement meaningful and impactful. One important dimension is the role of inclusive and active stakeholder participation; for example, research from Gulf countries demonstrated that parental involvement positively correlated with students’ academic performance, highlighting the value of broad stakeholder inclusion (Shefa, 2020). Furthermore, Canadian examples show that inclusive participation across the policy process fosters stronger, more responsive outcomes, highlighting the importance of this component in educational policymaking (Consortium conjoint pour les écoles en santé (CCES) & Avison, 2010).

Another critical element is the design and execution of the engagement process/approach itself. Research revealed that an iterative, transparent process has proven critical, with effective examples from New Zealand’s education sector reforms, where continuous feedback cycles led to sustained stakeholder involvement (Mutch, 2012). Moreover, the Scottish National Discussion highlights the role of the process in stakeholder engagement by showing how a well-designed, inclusive engagement sequence can shape education policy agendas (Campbell, 2023).

Defining the purpose of engagement has been linked to improved legitimacy and community support. One study shows that aligning engagement initiatives with stakeholder expectations—such as differing priorities among students, academics, and staff—ensures more focused, relevant, and effective policymaking (Ferrero-Ferrero et al., 2017). Another study reveals how stakeholder engagement in curriculum design aligns education with workforce needs. It demonstrates that purposeful engagement enhances the relevance of learning outcomes and supports professional identity and satisfaction (Virgolesi et al., 2020).

Additionally, adhering to principles like transparency builds trust, a key factor in effective stakeholder engagement. Trust fosters collaboration, reduces resistance, and enhances commitment to education policy goals (Cerna, 2014). These components demonstrate how structured stakeholder engagement can lead to more inclusive, responsive, and successful education policy outcomes.

Qatar’s education policies align with the Qatar National Vision 2030 (QNV2030), emphasizing education’s strategic role in human capital development for a sustainable, knowledge-based economy (GCO, 2024). Reforms focus on workforce skills, bilingual proficiency, and innovation, with initiatives like the “Tumooh” program addressing teaching capacity and skill gaps. However, while enabling efficient reform implementation, centralized governance has limited stakeholder engagement, prioritizing national objectives over localized inputs, and creating a disconnect between policy design and implementation realities (Brewer et al., 2007; Zellman et al., 2009).

Existing literature focuses extensively on the perspectives of teachers, parents, and students but overlooks insights from policymakers within the MOEHE. This oversight creates a critical gap in understanding how decision-makers view stakeholder engagement. Abu-Shawish (2016) and Alfadala (2019) highlight that the MOEHE system was not designed to systematically involve primary stakeholders like school principals and parents in policymaking processes (Abu-Shawish, 2016; Alfadala, 2019). Earlier studies noted limited engagement of primary stakeholders like school principals, teachers, and parents; however, current data show active involvement. Incorporating views from policymakers, teachers, parents, and students enhances representation and impact. Identifying gaps in communication and collaboration can help develop better stakeholder integration mechanisms.

The main objectives of this study are to examine the nature of stakeholder engagement in Qatar’s public K-12 education policymaking from the perspectives of policymakers within the MOEHE, and to identify opportunities and propose recommendations for enhancing stakeholder engagement within the MOEHE context. Furthermore, the study identifies barriers to effective stakeholder engagement and explores strategies to overcome these challenges. It evaluates engagement effectiveness through the proposed 4-Ps Framework and offers actionable recommendations to enhance stakeholder participation. By focusing on policymakers’ perspectives, this research contributes to understanding the complexities of stakeholder integration in Qatar’s centralized governance context, offering insights for more inclusive and effective policymaking.

2. An Overview of Stakeholder Engagement in K-12 Education Decision-Making

Stakeholder engagement in K-12 education is often discussed in fragmented terms, yet emerging patterns in both literature and practice suggest the importance of viewing it as a multifaceted process. This paper proposes a conceptual lens that centers on four interrelated dimensions: those who are involved in the process, the mechanisms through which participation occurs, the goals that guide engagement, and the values that sustain it. These dimensions—referred to here as People, Process, Purpose, and Principles—provide a structured way to understand how meaningful engagement is initiated and sustained. While this framing draws on existing research, it is also informed by insights that will be explored in greater depth through analyzing the findings of this study.

A foundational element of stakeholder engagement concerns the people directly involved—teachers, parents, students, and community members. Early and substantive involvement of these groups is essential for translating policy objectives into practical classroom strategies (Hoover-Dempsey & Sandler, 1997; Hornby & Lafaele, 2011). In a qualitative investigation of twenty-one Nigerian stakeholders—including policymakers, K-12 and higher-education teachers, and students—participants identified core needs such as curriculum design, infrastructure, professional development, and ethical safeguards. The resulting co-created AI-integration roadmap secured early commitment and aligned resources with actual classroom contexts (Sanusi et al., 2024). Similarly, a five-year longitudinal study of sixty-four primary schools found that when teachers co-designed a Grade 4 mathematics policy, instructional practices were adapted, student achievement improved, and feedback from implementation was incorporated into future policy cycles (Kyriakides et al., 2015).

Equally important are the processes and mechanisms through which stakeholder input is gathered and institutionalized. Meaningful engagement requires deliberate structures that go beyond token consultation. Arnstein’s (1969) Ladder of Participation reminds us that influence is only substantive at the partnership and delegated power levels (Arnstein, 1969). Jacobson and Azzam (2018) showed that program evaluations conducted by trusted internal staff reduced credibility gaps relative to external assessments, thus enhancing buy-in. (Jacobson & Azzam, 2018). In three urban school districts, utilization of the Nominal Group Technique enabled parents to rank priorities: curriculum, safety, teacher quality, and communication. Also, it translates these preferences into policies such as safety audits and advisory councils, yielding measurable increases in parental satisfaction and new collaborative endeavors (Manson et al., 2025).

Stakeholder engagement is also shaped by the purposes that frame participation. Shared objectives and clearly communicated goals are critical for aligning efforts across actors. Relational trust in school communities grows when stakeholders are unified around common improvement goals (Bryk, 2002). Teacher panels that co-develop instructional plans produce actionable recommendations that are more likely to be implemented (Brandon & Heck, 1998). In contrast, a Q-methodology study in Qatar identified that when participation lacked connection to specific decision-making goals, educators felt overburdened (Alkhateeb et al., 2022).

Finally, the underlying principles that govern the engagement process—such as trust, transparency, and shared responsibility—are critical for sustaining collaboration. Collaborative governance, as defined by Ansell and Gash (2008), emphasizes inclusive, consensus-driven processes where non-state actors play an active role in decision-making. (Ansell & Gash, 2008). Emerson et al. (2012) highlight the system-level supports—like facilitation and cross-boundary coordination—that reinforce these values (Emerson et al., 2012). Qatar’s 2004 “Education for a New Era” reform initially introduced autonomy for public schools but ultimately failed due to unclear accountability structures and weak stakeholder trust, prompting a re-centralization by 2016 (Abdel-Moneim, 2020). In contrast, Qatar’s 2020 rollout of digital consultation platforms and interactive dashboards reflects a more principle-driven approach, embedding transparency and continuous dialogue in policy design (Newsome & Al-Ali, 2025). A similar ethos is found in Nigerian universities, where formalized sustainability committees and stakeholder partnerships led to the broader adoption of green practices and longer-term institutional commitment (Srivastava et al., 2019).

Taken together, these four dimensions—who is engaged, how engagement is structured, why it is pursued, and the values that guide it—serve as the conceptual foundation of the 4-Ps Framework developed through this study. While the existing literature provides rich and diverse insights into stakeholder engagement, it often treats these elements in isolation, emphasizing either the actors involved, the participatory mechanisms employed, or the normative ideals underpinning engagement. What remains underexplored is how these dimensions interact dynamically and how their alignment—or misalignment—affects the effectiveness and sustainability of educational policies, particularly in centralized governance contexts.

3. Conceptual and Theoretical Framework

To understand stakeholder engagement within the context of Qatar’s education system, it is crucial to clarify and thoroughly examine the foundational concepts that form the basis of this study.

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Stakeholders are defined as individuals, groups, or organizations that have an interest in or are affected by a particular policy or decision-making process (Freeman, 1984). In the context of education policymaking, stakeholders include a wide array of actors such as government officials, educators, parents, students, and community members, each of whom contributes unique perspectives and values (Khadija, 2022).

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Centralization and Decentralization: Centralization refers to the concentration of decision-making authority within a central body, often at the national or government level. In Qatar’s education system, centralization is reflected in the MOEHE’s role, as it retains primary control over policy formation and implementation, leaving limited scope for local decision-making (Mok, 2003; Weiler, 1989). Centralized systems are valued for their uniformity in policy implementation, but may struggle to address diverse local needs effectively (Bezzina, 2006). Decentralization, by contrast, involves transferring certain levels of authority and responsibility to local or community entities, as seen in systems like Finland’s. Decentralized approaches allow for more responsive and context-sensitive decision-making, enhancing community involvement in the process. However, decentralization can present challenges, such as inequalities in resource allocation and risks of local elite control (McGinn & Welsh, 1999; Rondinelli et al., 1983).

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Public K-12 policymaking refers to creating and implementing policies that govern various aspects of society. It involves the identification of societal issues or problems, formulation of potential solutions or policy options, evaluation of these options, and the selection and implementation of the most appropriate policy (Ball, 2012). This process is often complex and dynamic and involves multiple stakeholders, including policymakers, interest groups, experts, and the public (Brazer & Keller, 2006).

To provide a comprehensive understanding of stakeholder integration in public K-12 education policymaking in Qatar, this research employs an integrated theoretical framework combining Stakeholder Theory and the Policy Stages Model. Together, these frameworks guide the analysis of the findings, offering a structured approach to evaluating stakeholder participation in Qatar’s education policymaking.

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Stakeholder Theory, originally conceptualized for corporate settings, has been adapted to public policy to map the diverse interests and influences of stakeholders in complex environments. It emphasizes the importance of recognizing multiple interests and ensuring their representation in policy decisions (Freeman, 1984; Parmar et al., 2010; Reynolds et al., 2006).

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The Policy Stages Model provides a systematic approach to understanding the sequential stages of policy development from problem identification to policy evaluation. This model is instrumental in tracking stakeholder engagement across different stages, highlighting how various actors contribute to policy development and their challenges in influencing decisions (Jann & Wegrich, 2017).

4. Materials and Methods

In this study, a constructivist worldview was adopted. Constructivism focuses on understanding lived experiences through the perspectives of those who experience them (Schwandt, 1994). This perspective acknowledges that reality is co-constructed through individual interactions, beliefs, and experiences, making it suitable for exploring stakeholder engagement and integration in Qatar’s public K-12 education policymaking. A qualitative method, consistent with constructivist philosophy, was employed to enable in-depth exploration of policymakers’ perceptions, emphasizing rich, contextually grounded insights.

4.1. Research Design: Qualitative Case Study

This study employs an exploratory qualitative investigation using an intrinsic case study approach to examine the policymaking process within Qatar’s MOEHE. This design allows for a detailed exploration of the unique dynamics of stakeholder engagement in a specific context (Stake, 2008). The case study focuses on the policymaking process within MOEHE’s public education sector post-2016, which is marked by the ministry’s centralized control over education policy.

4.1.1. Sampling

The participant selection was strategic and purposeful, prioritizing individuals with the knowledge, authority, and experience necessary to provide valuable insights into the research objectives (Hancock et al., 2021). The sample included policymakers, senior leadership, department directors, and other MOEHE employees directly engaged in public education policymaking.

The study adopted a purposive sampling method to identify policymakers involved in public education policy formulation and implementation within the MOEHE. This approach ensured that participants held senior roles with direct decision-making responsibilities and extensive experience in policymaking (Marshall et al., 2013; Palinkas et al., 2015). Media coverage, press releases, and public policy statements were analyzed to enhance the identification process and pinpoint individuals who had publicly discussed or led recent policy initiatives.

4.1.2. Eligibility Criteria

• Senior-level roles: Participants needed to hold positions of authority within the MOEHE and have decision-making responsibilities.
• Involvement in policymaking: Participants had to demonstrate substantial experience in policy development, implementation, or evaluation.
• Willingness to participate: Participants must express openness to sharing detailed perspectives on the research questions.
• Snowball sampling included additional participants with relevant expertise and diverse experiences across different MOEHE departments. This approach overcame access challenges and fostered a sense of trust and cooperation, particularly among high-ranking officials.

The final sample consisted of 14 participants, from senior employees to the undersecretary, ensuring representation across leadership levels, all played critical roles in shaping or implementing public education policies within the MOEHE. This relatively small yet specialized group reflects the focus of the research on senior policymakers, whose insights were instrumental in achieving a nuanced understanding of stakeholder engagement. The principle of data saturation determined the final sample size, as interviews no longer produced new themes or insights.

Ethical Considerations: Ethical approval for this study was obtained from the Hamad Bin Khalifa University—Institutional Review Board (HBKU-IRB) under approval number QBRI-IRB-2023-126. All participants received detailed information about the study and signed informed consent forms. They were assured of the confidentiality of their responses and informed of their right to withdraw from the study at any time without consequence.

4.1.3. Research Participants and Their Attributes

Participants were carefully selected to ensure diverse perspectives and roles within the MOEHE. The participant pool included policymakers with varying levels of seniority, experience, and departmental affiliations. For confidentiality, exact years of experience were replaced with ranges, and participants’ names were anonymized.

Table 1. Participants and interview details.

Participant	Gender	Years of Experience at the MOEHE	Setting	Interview
P 1	F	between 15–20 years	MOEHE main building	9 March 2023
P 2	F	between 5–10 years	MOEHE main building	9 March 2023
P 3	F	above 35 years (former teacher and school councilor)	MOEHE main building	12 March 2023
P 4	F	above 35 years (former teacher and school councilor)	MOEHE main building	14 March 2023
P 5	F	more than 30 years	MOEHE main building	14 March 2023
P 6	M	more than 35 years of experience in education, including experience in higher education	MOEHE main building	14 March 2023
P 7	M	between 15–20 years	Phone	15 March 2023
P 8	F	between 25–30 years	MOEHE main building	16 March 2023
P 9	F	more than 35 years. (former teacher)	MOEHE main building	19 March 2023
P 10	M	between 15–20 years	MOEHE main building	20 March 2023
P 11	F	between 20–25 years	Phone and email (some responses were shared by email)	18 April 2023
P 12	F	between 15–20 years (including years of teaching experience)	MOEHE main building	5 June 2023
P 13	M	between 20–25 years (including years of teaching experience)	MOEHE old building	6 June 2023
P 14	F	between 15–20 years	Phone	19 September 2023

provides an overview of the participants and their attributes, including their roles, experience levels, and interview details.

4.2. Data Collection: Semi-Structured Interviews

The study collected qualitative data through semi-structured interviews, which offered a structured yet flexible approach to exploring participants’ perspectives (Kallio et al., 2016; Osborne, 2010). Data were collected between March and September 2023, capturing insights from policymakers over a seven-month period. The semi-structured format allowed the researcher to delve deeply into specific topics, such as stakeholder engagement dynamics, policymaking challenges, and institutional processes shaping stakeholder integration (Qu & Dumay, 2011).

The interview questions explore three main themes: the policymaking process, focusing on how policies are developed, prioritized, implemented, and monitored, alongside the role of data analysis and challenges faced; stakeholder engagement, examining how stakeholders are identified, involved, and their input processed, including frameworks, mechanisms, and best practices for engagement; and policymakers’ perceptions, addressing organizational culture, sensitivities in engaging stakeholders, and other factors needed to enhance policy quality. These themes provide a comprehensive understanding of education policymaking within Qatar’s MOEHE.

Interview Process

• Participant Recruitment: Initial contact was established via direct outreach, supported by a formal approval letter from the MOEHE. Recruitment emails provided a detailed explanation of the research purpose and participant expectations.
• Consent and Ethical Compliance: Participants signed informed consent forms outlining their rights, including confidentiality and withdrawal at any stage.
• Interview Format: Interviews varied between 20 and 100 min, depending on participants’ availability. Sessions were audio-recorded, transcribed verbatim, and guided by predefined questions, ensuring consistency while remaining open to emergent themes.

The combination of purposive and snowball sampling ensured access to high-ranking officials, while the semi-structured interviews offered a rich and detailed understanding of policymaking processes. This methodological rigor positioned the study to generate insights into stakeholder engagement within Qatar’s public education system. This version incorporates detailed explanations while maintaining the language, flow, and citations from the original text. It is concise enough for a paper while preserving the critical details.

4.3. Data Source and Triangulation

Data collection relied primarily on semi-structured interviews with MOEHE policymakers. Triangulation was employed to enhance the validity and credibility of the findings by incorporating secondary data sources, including policy briefs, strategy documents, and national development plans. Participants shared or referenced these documents during interviews, and they served as supplementary evidence to cross-verify key themes and insights (Thurmond, 2001).

It is important to note that formal document analysis was not conducted; these documents supported and validated the findings from interviews. The key documents referenced highlight their relevance to the study, including the MOEHE Strategy (2017–2022).

4.4. Data Analysis: Thematic Analysis

The study employed thematic analysis to identify and interpret patterns within the interview data, offering a systematic yet flexible approach for uncovering the complexities of stakeholder engagement in policymaking. Given the study’s focus on understanding stakeholder integration in education policymaking within the MOEHE, this method provided a robust tool for synthesizing insights into the institutional and relational dynamics shaping policy outcomes. The thematic analysis was conducted using Braun and Clarke’s (2006) six-step framework to ensure a structured and consistent analytical process (Braun & Clarke, 2006).

• Familiarization: Transcribing and translating interviews, ensuring cultural and linguistic accuracy.
• Coding: Employing a hybrid inductive-deductive approach, generating codes aligned with the research questions and emergent insights.
• Theme Identification: Grouping and analyzing codes to identify overarching themes.
• Theme Review: Refining themes to ensure relevance and robustness.
• Definition and Naming of Themes: Establishing clear thematic categories.
• Reporting: Documenting themes with supporting data in the findings.

4.5. Reliability and Validity

This study ensured reliability and validity through a rigorous qualitative approach, emphasizing consistency, transparency, and authenticity. Reliability was achieved by maintaining systematic and replicable methods, while validity was addressed through triangulation, member checking, and rapport building. Triangulation involved supplementing interviews with relevant documents and media analysis to cross-verify data, enhancing the depth and accuracy of findings (Golafshani, 2003). Member checking validated interpretative accuracy by presenting preliminary findings to participants for feedback and refining insights to reflect authentic perspectives. Rapport-building was crucial for gaining policymakers’ trust, enabling open dialogue, and eliciting genuine responses. This comprehensive strategy provided a credible and nuanced understanding of stakeholder engagement within Qatar’s education policymaking.

4.6. Methodological Limitation

While offering valuable insights into stakeholder integration within Qatar’s education policymaking process, this research is subject to several methodological constraints. Firstly, relying on qualitative interviews with a limited number of policymakers restricts the diversity of perspectives and generalizability of the findings. Additionally, the absence of a piloting phase for the interview schedule resulted in lengthy, sometimes disorganized interviews, which may have impacted the quality of responses. While the extended interviews provided greater depth, particularly in explaining the context of the policymaking process, managing interview duration with policymakers proved to be a challenge. Moreover, the study’s focus on Qatar’s specific cultural, political, and social context limits its applicability to other settings. While the findings offer valuable insights into Qatar’s educational policymaking, they should be interpreted cautiously, and further research is needed to expand the scope and refine the methodology. Despite these limitations, the study provides significant contributions to the understanding of policymaking in Qatar’s educational sector.

5. Results and Discussion

The findings of the study are derived from in-depth interviews with education policymakers in MOEHE. The results are organized into four major themes: education policy context, stakeholder dynamics, communication strategies, and institutional dimensions.

5.1. Education Policy Context in Qatar

The interviews provided insights into Qatar’s education policy context, focusing on how policies are conceptualized, formed, and implemented. Four key subthemes emerged: the education system’s overview, the impact of reforms, the policy development process, and governance (centralized vs. decentralized decision-making). In addition to the formal education policy processes, the interviews emphasized that cultural and social factors play a pivotal role in shaping stakeholder engagement in Qatar’s education system. Cultural values, including respect for hierarchy, influence the ways in which policymakers and other stakeholders communicate and collaborate. For instance, the central role of family in Qatari society impacts how decisions regarding student performance, teacher development, and school governance are made, with a strong focus on educational outcomes that align with societal expectations.

Participants recognized Qatar’s education system as robust and supported by significant government investment. Over the past two decades, modern curricula, skilled educators, and advanced facilities have driven transformation. However, greater emphasis on policies for schools, teachers, and student performance contrasted with less focus on extended learning and vocational education, highlighting areas for improvement. This transformation is largely attributed to the 2004 education reform, pivotal in aligning the system with the Qatar National Vision 2030. Based on participants’ responses, it introduced innovative, decentralized models, enabling professional growth and international best practices. While it energized educators and fostered innovation, participants criticized its rapid, politically driven implementation and inadequate oversight. Despite these issues, it was seen as transformative, marking a turning point for Qatar’s education system.

Furthermore, participants described a multifaceted policy development process that involved formal guidelines, situational analysis, benchmarking with countries like Singapore and Finland, and stakeholder consultation. However, many participants observed that limited stakeholder influence often made the process superficial.

According to participants, governance evolution highlighted a shift from centralized decision-making to decentralized approaches that allowed schools to tailor policies. However, decentralization led to overlapping and conflicting policies. In response, the Ministry re-centralized authority in 2016, streamlining processes while maintaining some autonomy. Participants noted that establishing the Policy and Research Department in 2020 improved alignment; however, challenges remain with occasional bypassing of the department.

The transition from centralized to decentralized governance in the education system marks a significant shift in its policymaking approach. Decentralization empowers schools and local entities, fostering greater responsiveness to stakeholder needs. However, the findings suggest that this transition remains incomplete, constrained by institutional unreadiness and governance challenges. Participants noted that while decentralization theoretically enables local autonomy, policymaking remains predominantly top-down. Stakeholder participation is concentrated in the early phases of the policymaking process, reflecting a systemic reluctance to relinquish centralized control. These findings align with McGinn and Welsh’s (1999) assertion that decentralization requires robust political frameworks and capacity-building efforts to ensure success (McGinn & Welsh, 1999).

The shift from centralized to decentralized decision-making in education policy within Qatar’s political landscape represents a substantial change, aiming to enhance stakeholder participation and local autonomy in the educational sphere. However, this shift towards decentralization is met with inherent challenges, given the country’s traditional preference for centralized governance. Decentralization does not equate to a complete transfer of authority, as discussed in various studies on education decentralization (Conyers, 1986; McGinn & Welsh, 1999; Rondinelli et al., 1983). Instead, it involves redistributing responsibilities that require political readiness and structural support. In Qatar’s case, the movement towards a more decentralized educational approach appears to outpace the political and institutional preparedness necessary for a fully liberalized and participatory policymaking process.

Decentralization in education is intended to empower local authorities, schools, and communities, potentially leading to more responsive and tailored educational outcomes (al Farid Uddin, 2018; Faguet, 2012). However, the extent to which such a system can function effectively within Qatar’s political environment, which continues to favor centralized control, remains uncertain. This tension underscores the need for gradual implementation, capacity-building initiatives, and a re-evaluation of governance structures to ensure that decentralization achieves its intended objectives while aligning with the broader political and institutional context.

5.2. Stakeholder Dynamics

The interviews revealed insights into stakeholder dynamics within the MOEHE policymaking process, emphasizing how stakeholders are identified, engaged, and involved in shaping Qatar’s K-12 education policies. Participants observed that stakeholders bring diverse perspectives, motivations, and influences, requiring comprehensive approaches to manage their inclusion effectively. Similarly, stakeholder identification and mapping were described as foundational, with participants consistently identifying parents, students, and teachers, the “Education Triangle,” as primary stakeholders. Beyond this group, administrators, private investors, the general community, and international organizations like the OECD and UNICEF were also recognized. Identifying stakeholders involves listing names and understanding their roles and potential impacts on policies, ensuring inclusivity and responsiveness in the process.

Furthermore, representation and inclusion emerged as critical areas requiring improvement. Participants highlighted gaps in addressing the needs of minority groups, such as students with disabilities or non-native speakers, despite non-Qataris comprising the majority of the school population. These voices often remain unheard due to systemic biases or underrepresentation, compounded by power dynamics where the loudest voices—often amplified through media—dominate the agenda.

Moreover, the motivations behind policies and stakeholder engagement also influenced their design and implementation. While some policies aimed to improve systems based on stakeholder feedback, others prioritized resource efficiency or political compliance. Marginalized groups often hesitated to voice concerns, fearing repercussions, further limiting their influence. Stakeholder involvement was described as robust during policy development but inconsistent in later stages, like drafting and implementation. Participants acknowledged progress in ensuring steady participation but emphasized the need for greater responsiveness to feedback.

Based on participants’ responses, MOEHE employed diverse engagement strategies, combining structured approaches such as surveys and focus groups with informal methods like community talks and social media monitoring. However, challenges like unclear policies, conflicting interests, and systemic complexities persist, complicating engagement efforts. Participants observed that stakeholder input has significantly influenced policies, such as teacher licensing and curriculum development, demonstrating its impact on decision-making.

Stakeholder identification is a foundational step in policymaking, and the MOEHE demonstrates a systematic and methodical approach to this process. The findings indicate that stakeholders are carefully mapped, emphasizing the “Education Triangle”—parents, teachers, and students—as primary contributors to policy development. This aligns with Clarkson’s (1995) categorization of primary stakeholders, who are directly impacted by or influence the outcomes of education policies. Policymakers confirmed that this triad is the nucleus of stakeholder engagement, given their immediate involvement in and impact on the education ecosystem (Clarkson, 1995).

Beyond this, participants acknowledged a broader array of stakeholders, including school communities, universities, investors, international organizations, and the general public. This reflects an approach aligned with Freeman’s (1984) inclusive perspective, which defines stakeholders as any groups that affect or are affected by organizational decisions (Freeman, 1984). However, while this inclusivity demonstrates institutional awareness of stakeholder diversity, the findings revealed gaps in addressing complexity within stakeholder groups. For instance, participants admitted to limited engagement with students with disabilities, whose challenges require tailored approaches. One interviewee noted, “It is segmented within the same stakeholder—students with disabilities, for whom we did not learn more about their challenges.” This insight emphasizes the importance of recognizing heterogeneity within stakeholder categories, as Varvasovszky and Brugha (2000) advocate (Varvasovszky & Brugha, 2000).

Furthermore, the MOEHE’s efforts to deepen stakeholder understanding reflect a progressive shift toward co-production—a concept that moves beyond consultation to genuine collaboration in policy design and implementation (Ostrom, 1996; Verschuere et al., 2012). Participants highlighted the ministry’s aim to capture the “pulse” of decisions, indicating a nuanced and intentional approach to stakeholder mapping. However, achieving this vision requires further segmentation analysis to ensure inclusive representation of marginalized voices, such as socioeconomically disadvantaged students and expatriate communities.

The findings also underscore the MOEHE’s dual approach to stakeholder engagement, combining structured and unstructured strategies to gather diverse perspectives:

• Structured Engagement Methods

Formal tools such as surveys, focus groups, committees, boards of trustees, interviews, and field visits provide targeted feedback and foster direct interaction with stakeholders, including parents, teachers, international organizations, and government entities. These channels help integrate stakeholders’ lived experiences into policy design (Table 1).

• Unstructured Engagement Methods

Informal strategies like social media, community discussions, and media outlets capture real-time feedback and public sentiment. Social media, in particular, plays a pivotal role in amplifying stakeholder voices and influencing policy priorities, aligning with Miladi et al.’s (2022) findings on its agenda-setting capabilities (Miladi et al., 2022). For example, one participant noted the correlation between media outrage and policy prioritization.

Despite this inclusive approach, challenges persist in ensuring equitable access to engagement opportunities. Marginalized groups, such as students from diverse socioeconomic backgrounds, often remain underrepresented (Bovaird, 2007; Pestoff, 2012). Addressing these systemic barriers will require building inclusive frameworks that amplify diverse voices and foster authentic collaboration (

Table 2. Structured and unstructured methods for stakeholder engagement at MOEHE.

Method	Engagement Strategies	Stakeholder Groups
Structured	Surveys	Parents, Students, School Leadership, Teachers
	Focus Groups	School Leaders, Teachers, Parents, Students, International Organizations, Consultants
	Board of Trustees	Teachers, Community, Parents, Students
	Interviews	Parents, Students, Teachers, International Organizations, Consultants
	Field Visits and Observations	Teachers, Students
	Formal Committees and Working Groups	Teachers, Consultants, Other Ministries, Private Sector, Universities
Unstructured	Social Media	Parents, Students, Teachers, The Community
	Media Outlets	Parents, Students, Teachers, The Community, Private Sector
	Community Talk	Parents, Students, Teachers, The Community
	Academic Publications	Researchers, Universities

).

Despite notable advancements in stakeholder engagement strategies and channels, several challenges persist in achieving an equitable, structured, and effective process within Qatar’s Ministry of Education and Higher Education (MOEHE). The findings indicate three primary obstacles:

• Lack of a clear policy framework

Participants emphasized that stakeholder engagement often occurs ad hoc, particularly in handling specific or urgent issues. While the MOEHE has taken steps to engage stakeholders during policy development, no formalized or institutionalized framework guides when, how, or to what extent stakeholders are consulted. This absence creates inconsistencies in stakeholder participation and undermines trust in the policymaking process. For example, one participant’s observation that many decisions are not treated as policies—and are managed without clear guidelines—raises a question about policymakers’ awareness of what constitutes a policy.

This lack of clarity contrasts with Birkland’s (2015) definition of policy as a formal declaration of intent, where decisions are communicated transparently and consistently (Birkland, 2015). Without a reliable reference point or guidelines for engagement, the ministry risks creating perceptions of favoritism or arbitrariness in decision-making, particularly when different stakeholders receive varied responses to similar issues. To address this challenge, the ministry should review its policymaking processes to formalize decisions, ensure transparency, align with broader goals, and build trust to improve stakeholder engagement and credibility (Figure 1).

• Divergent interests and influence levels

A second major challenge arises from the conflicting priorities and varying levels of influence among stakeholders. Policymakers within the MOEHE must have the ability to balance the diverse and sometimes competing interests of multiple groups, including teachers, students, parents, government bodies, and international organizations. This dynamic can lead to situations where the needs of powerful or vocal stakeholders overshadow those of less influential groups. For instance, one participant noted that social media influencers often play an outsized role in shaping policy priorities due to their high visibility and public following.

This aligns with Mitchell et al.’s (1997) stakeholder salience model, highlighting that stakeholders with greater power, legitimacy, and urgency are often prioritized in decision-making (Mitchell et al., 1997). However, this approach risks marginalizing stakeholders who lack visibility or influence, such as students with disabilities or socioeconomically disadvantaged communities. The unequal representation can exacerbate existing disparities and hinder the development of inclusive policies that address the needs of all stakeholders. To mitigate this challenge, the MOEHE must adopt a balanced policy process that ensures all voices are heard, regardless of their influence or visibility (Figure 1).

• Complexity of the education system

The third challenge stems from the structural and operational complexity of Qatar’s education system. Rapid reforms—particularly since the 2004 education transformation—have introduced new policies, governance structures, and administrative processes that stakeholders must navigate. While decentralization efforts aimed to empower schools and local entities, participants noted that these changes often outpaced stakeholders’ readiness to adapt. The system’s complexity may hinder engagement, requiring stakeholders to gain a deeper understanding and orientation for meaningful participation.

The findings highlight a need for capacity-building initiatives to equip stakeholders—particularly teachers, school leaders, and parents—with the knowledge and skills needed to engage effectively in policymaking.

Furthermore, participants noted a re-centralization trend since 2016, as overlapping mandates and governance conflicts during decentralization prompted a reassessment of administrative processes. While this shift restored clarity to decision-making, it also reduced opportunities for localized stakeholder engagement, reinforcing the need for a hybrid governance model that balances central oversight with school-level autonomy.

The findings, therefore, suggest a reassessment of the ministry’s stakeholder engagement framework, adopting a balanced approach that aligns with Qatar’s sociopolitical context to enhance educational governance (Figure 1).

Despite these challenges, a key finding highlights the significant and tangible positive impact of stakeholder engagement on policy outcomes within the MOEHE. Participants shared examples highlighting how direct stakeholder input has shaped policies, improved outcomes, and enhanced policy acceptance.

One notable example is the Teachers’ License Policy, which was refined after teachers’ feedback prompted a pause for reconsideration. The revised policy significantly increased the number of licensed teachers, demonstrating how stakeholder engagement can address policy shortcomings and improve implementation outcomes. Similarly, the adjustment of principals’ salaries fosters greater satisfaction and recognition for their roles. Furthermore, the development of Qatar’s National Curriculum serves as a flagship example of inclusive policymaking. The ministry created a framework that balances global best practices with local values and aspirations by involving stakeholders from diverse sectors, MOEHE specialists, school representatives, universities, and international organizations. However, the findings also revealed a pattern of reactive engagement, where stakeholder feedback often informs policy revisions after implementation rather than during initial development. While this demonstrates responsiveness, it raises questions about the effectiveness of early stakeholder consultation. Participants emphasized the need for a proactive approach to stakeholder involvement, where feedback is sought and integrated during the policy formulation stage to reduce the need for subsequent adjustments. This dynamic aligns with Ansell and Gash’s (2008) model of collaborative governance, which emphasizes building trust, fostering dialogue, and achieving incremental successes to improve policy outcomes (Ansell & Gash, 2008).

5.3. Communication Strategies and Channels

Communication strategies within the MOEHE play a central role in shaping interactions and discussions in education policymaking. Participants highlighted how both internal and external communication channels are pivotal in stakeholder engagement, policy development, and information dissemination. A crucial element of these strategies is cross-sector communication, which focuses on collaboration between the MOEHE and external entities such as other ministries, universities, and institutions. Participants emphasized the importance of such collaborations in improving services and enhancing the implementation of education policies. For example, the collaboration with the Ministry of Interior and the Ministry of Municipality led to the development of a digital registration system, improving operational efficiency. However, participants noted gaps in addressing complex social issues, such as student underperformance, emphasizing the need for sustained collaboration with social welfare services.

Internal communication within the MOEHE serves as a critical channel for facilitating interdepartmental collaboration through regular meetings and information sharing. Despite these efforts, participants noted significant limitations, including a unidirectional flow of feedback that often halts at the undersecretary level. Leadership transitions and a reluctance to share ideas across departments further exacerbate these challenges, reinforcing organizational silos that hinder innovation and problem-solving.

Participants also raised concerns about communicating and sharing stakeholder feedback. Stakeholder input, collected through surveys, focus groups, and field visits, is shared with specialized departments and senior decision-makers. However, participants raised concerns about transparency, particularly the failure to systematically utilize or communicate feedback outcomes. For instance, not publishing qualitative feedback, such as focus group results, raises ethical concerns about whether stakeholders’ contributions are genuinely considered.

Furthermore, media platforms, including social media and radio shows, significantly amplify stakeholder voices. Participants emphasized that public sentiment shared on these platforms often influences policymaking, as the MOEHE actively monitors and documents public opinions.

The findings indicate that the MOEHE has taken active steps to redefine its stakeholder engagement strategies by enhancing communication channels within and beyond its organizational boundaries (Figure 2). While these efforts represent progress, challenges remain in ensuring that interactions are both effective and meaningful.

Strategic communication in the public sector is critical for effective policy development and implementation (Paul, 2011). Within the MOEHE, interdepartmental communication plays a vital role in aligning policies across the ministry. However, participants identified significant barriers, including a reluctance to share ideas and the absence of structured feedback mechanisms. These issues contribute to organizational silos, which hinder innovation and collaborative problem-solving (Fullan, 2006). Addressing these challenges requires leadership-driven efforts to promote transparency, trust, and cross-departmental dialogue.

The MOEHE’s engagement with other public entities through Memoranda of Understanding (MOUs) and collaborative digital systems, such as automated student registration, has enhanced operational efficiency. However, these initiatives often fail to address deeper social issues affecting education, such as the root causes of student underperformance and behavioral challenges. Participants emphasized that sustained collaboration between the education and social welfare sectors is essential to tackle these underlying issues effectively (Christenson et al., 1992; Roksa & Kinsley, 2019).

Social media has emerged as a transformative tool for stakeholder engagement, enabling the MOEHE to monitor public sentiment and respond to emerging concerns. While these platforms provide real-time feedback, participants cautioned against reactionary responses to viral controversies, which could derail long-term strategic planning. This aligns with Peters’ (1998) argument about the need to balance agility with coherence in policymaking (Peters, 1998). Therefore, Although the MOEHE has made notable progress in utilizing communication channels for stakeholder engagement, systemic barriers such as organizational silos, insufficient inter-sectoral collaboration, and reactionary decision-making remain. Addressing these challenges requires sustained efforts to foster cross-sectoral partnerships, establish transparent feedback mechanisms, and align short-term responses with long-term strategic goals. These steps are critical to ensuring that stakeholder engagement efforts lead to inclusive and impactful policy outcomes.

5.4. Institutional Dimensions

This theme examines the institutional factors shaping stakeholder engagement within the MOEHE, focusing on leadership, organizational culture, success indicators, and resources and capacity. These interconnected elements collectively influence how the ministry operates and engages stakeholders in educational policymaking. Each of these dimensions interacts dynamically, with leadership acting as a pivotal force that shapes culture, determines success indicators, and maximizes resources.

5.4.1. Leadership Styles and Competencies

Leadership is critical in stakeholder engagement, directly influencing policies’ development and implementation. Positive examples, such as school visits and open dialogues with teachers, foster inclusivity and understanding, building trust across the system. However, challenges such as authoritative leadership styles and short-term fixes over root-cause solutions revealed gaps in sustaining long-term engagement. This impact extends to school leadership, where inconsistent practices among principals further emphasize the need for more rigorous selection processes.

The data revealed a stark contrast between transformational and authoritative leadership styles within the ministry. Transformational leaders—characterized by openness, inclusivity, and a clear vision—were praised for fostering environments encouraging stakeholder contributions (Bass & Riggio, 2006). Conversely, participants criticized leaders who exhibited defensive tendencies or dismissed constructive feedback, noting that such behaviors undermine collaboration. This emphasizes the need for leaders to cultivate self-awareness and objectivity in decision-making, as emphasized in transformational and servant leadership theories (Bass & Riggio, 2006; Ghasabeh et al., 2015; Reinke, 2004). Effective leaders must actively listen, reflect, and integrate diverse perspectives to foster meaningful stakeholder engagement (Figure 3).

5.4.2. Leadership and Organizational Culture

Building on the leadership’s role, the organizational culture within the MOEHE, according to the participants, reflects a mix of openness and defensiveness, further shaping stakeholder interactions.

The findings highlighted the role of leadership in shaping the MOEHE’s organizational culture. The introduction of an open-door policy by the minister was praised as a positive step toward fostering accessibility and transparency. However, participants also emphasized the need for deeper cultural change, particularly in addressing defensive attitudes and fostering curiosity among policymakers. To make the minister’s open-door policy effective, a systematic approach with clear feedback mechanisms, transparency, and visible integration of stakeholder input is needed. Leadership must foster trust, meaningful two-way dialogue, and curiosity-driven discussions to enhance understanding and policy responsiveness (Leithwood et al., 2008). Embedding these practices through the lens of strategic communications tactics will ensure that stakeholder engagement becomes a valuable asset for dynamic and successful policy development. As Earl and Timperley (2015) argue, effective leadership balances inquiry and action, ensuring that stakeholder engagement drives meaningful policy development rather than superficial discussions (Earl & Timperley, 2015) (Figure 3).

The findings emphasize the critical role of leadership at all levels in shaping policy development and organizational culture within the MOEHE. Effective leadership, from top officials to school principals, profoundly influences decision-making, the prioritization of issues, and the integration of diverse viewpoints. As pivotal instructional leaders, school principals offer valuable on-the-ground insights, but need more leadership approaches (Fullan, 2002). Some principals’ behaviors negatively impact school environments, prompting calls for more rigorous selection processes and leadership development programs (Abu-Shawish, 2016; Alfadala, 2019). Emotional intelligence and leadership competencies are essential for fostering collaboration and implementing policies effectively (Alsheeb et al., 2022; Romanowski et al., 2018). Addressing these gaps through improved leadership preparation and hiring criteria is vital for achieving Qatar’s educational strategic goals (Figure 3).

5.4.3. Leadership and Success Indicators

The findings overemphasize international assessments as the primary measure of educational success. While such benchmarks align with Qatar’s strategic goals, participants argued that they overshadow broader indicators, such as student well-being, social inclusion, and local needs. Participants highlighted the importance of broader metrics that prioritize improvement and progress over rankings. Inclusivity, such as representing Qatari students and teachers in public schools and providing free education for all children, was also highlighted as a measure of progress. Success indicators with a narrow focus can distort policy priorities and limit stakeholder engagement to areas deemed relevant to external rankings (Perry & Ercikan, 2015).

Effective leadership must redefine success metrics to reflect a holistic view of educational outcomes, balancing global benchmarks with local aspirations. By prioritizing equity, inclusion, and long-term societal impact, leaders within the MOEHE can foster policies that are more responsive to stakeholder needs and aligned with Qatar’s National Vision 2030.

5.4.4. Resources and Capacity

The ministry’s resources and capacity capitalize on these efforts, providing the foundation for delivering quality education. Participants praised Qatar’s substantial investment in cutting-edge facilities and proactive measures like ensuring remote learning access during the COVID-19 pandemic. For example, the implementation of remote learning during the COVID-19 pandemic demonstrates how stakeholder input—such as feedback from parents and educators—can inform effective policy responses and resource allocation. Additionally, initiatives to attract skilled educators and enhance leadership capacity through partnerships with Teach for Qatar and international training programs further strengthen the system. These collaborations not only attract skilled educators but also provide valuable perspectives from diverse stakeholders, ensuring that programs align with both local and global educational standards. However, participants emphasized that the system’s full potential cannot be realized without innovative leadership and policy expertise to guide these investments. This signals the need for more inclusive engagement of policymakers, educators, and community representatives in decision-making processes. Fostering a culture of collaboration and leveraging stakeholder insights ensures the ministry effectively utilizes its resources to drive sustainable improvements in the education system (Hadijah & Kampala International University Researchcentre, 2024; Consortium conjoint pour les écoles en santé (CCES) & Avison, 2010). Thus, stakeholder engagement emerges as a cornerstone of the system’s success, bridging the gap between investment and impact through collective participation and shared ownership of educational outcomes (Hart et al., 2009).

Table 3. Key themes and findings from interview analysis on education policymaking in Qatar.

Theme	Key Findings (Participants’ Responses)
Education Policy Context	Reforms 2004 aligned with Qatar National Vision 2030 but faced rapid implementation issues. Re-centralization in 2016 streamlined policies.
Stakeholder Dynamics	Key stakeholders: “Education Triangle,” administrators, and international organizations. Minority groups remain underrepresented.
Communication Strategies	Cross-sector collaboration improves services but lacks depth for social issues. Media effectively amplifies stakeholder voices.
Institutional Dimensions	Leadership influences engagement; inclusive styles are effective. Resources are strong but require innovative leadership to maximize impact.

summarizes the key themes and findings from the interview analysis.

6. The 4-Ps Framework for Stakeholder Engagement

The findings of this research emphasize the pivotal role of leadership and organizational culture in shaping the decision-making process and determining the overall success of stakeholder engagement. Effective leadership fosters a climate of trust, transparency, and collaboration, which are essential for cultivating meaningful and productive stakeholder interactions (Bass & Avolio, 1993; Kwantes & Boglarsky, 2007; Warrick, 2017). Similarly, organizational culture ensures that stakeholder engagement is not treated as a superficial or procedural obligation but as a purposeful and strategic practice. This cultural foundation is vital for embedding stakeholder engagement into the approach of policymaking processes, ensuring it aligns with broader organizational goals and values.

A key insight from the findings is the distinction between stakeholder engagement as a practice and effective stakeholder engagement. While the former involves the mere act of involving stakeholders, the latter demands a structured, inclusive, and goal-oriented approach that empowers policymakers to utilize stakeholder input effectively. Effective engagement goes beyond participation, ensuring that stakeholders’ contributions are not only heard but also systematically integrated into the policymaking process to achieve meaningful outcomes.

Furthermore, the research revealed several interdependent dimensions that are critical for effective stakeholder engagement, underscoring the need for a holistic approach. These dimensions include inclusivity, structured processes, transparent communication, goal alignment, and leadership support. Neglecting any one of these elements risks compromising the overall effectiveness of stakeholder engagement and limiting its impact on policymaking. Importantly, the findings also highlight a consensus among policymakers regarding the indispensable value of stakeholder input in informing decisions and shaping education policy outcomes. This shared recognition underlines the necessity of a structured and intentional approach to engagement that ensures stakeholder contributions are purposeful, impactful, and capable of addressing the multifaceted challenges of policymaking.

Based on the study’s findings and supported by components identified in the literature, the 4Ps Framework was developed to address stakeholder engagement challenges in Qatar’s educational policymaking. Although these components are well-documented individually, integrated frameworks remain limited, particularly in education. The framework was constructed from themes identified during data analysis, offering a structured solution that directly reflects policymakers’ perspectives. The 4Ps Framework is a new conceptual model grounded in the empirical findings of this study. Developed through thematic analysis of policymakers’ insights, it reflects their lived experiences and is not adapted from existing literature. The framework directly responds to critical issues such as shallow collaboration, unequal stakeholder influence, lack of clarity, and inconsistent processes. By considering and integrating the four interdependent pillars—People, Process, Purpose, and Principles—the framework aims to make stakeholder engagement more meaningful, inclusive, and impactful, transforming it into a tool that can support the development of better policies and outcomes.

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People form the foundation by emphasizing the identification, acknowledgment, and inclusion of all relevant stakeholders. Recognizing the diverse roles and impacts of individuals, whether directly or indirectly affected, is a critical step in ensuring inclusivity. Participants in this research constantly highlighted the importance of mapping stakeholders thoroughly, understanding their specific needs and contributions, and ensuring no group is overlooked, including marginalized voices.

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The Process pillar addresses the operational aspects of stakeholder engagement, ensuring that interactions are systematic, transparent, and responsive. Participants identified a need for more structure as a significant barrier, with some stakeholders feeling excluded or ignored during the policymaking process. As one participant noted, “At times, the process can seem vague. Consequently, stakeholders may feel that their input is ignored or that they are not truly engaged”.

To overcome this, the framework introduces a six-step process for effective engagement:

• Awareness: Be aware of all stakeholders directly or indirectly affected by the policy.
• Acknowledgment: Acknowledge and understand stakeholder input by valuing and documenting their information and perspectives.
• Assessment: Evaluate and assess stakeholder inputs to determine their relevance and applicability to the policy context.
• Alignment: Align inputs with the policy’s goals to ensure they serve the intended purpose and contribute to the policy objectives.
• Adjustment: Adjust policies based on stakeholder feedback to ensure their insights are integrated into meaningful changes.
• Announcement: Document and announce stakeholder engagement outcomes, ensuring transparency and fostering trust.

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Purpose serves as a guiding principle, providing clarity and direction for policymakers and stakeholders. Participants highlighted the need for a clear understanding of the “why” behind stakeholder engagement to ensure the alignment of goals and expectations. A well-defined purpose motivates stakeholders by demonstrating how their contributions align with broader policy objectives. It transforms engagement from a procedural formality to a purposeful and strategic activity, ultimately driving more focused and meaningful participation.

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Principles emphasize the organizational culture and leadership values that underpin effective engagement. Trust, openness, curiosity, and continuous communication were critical for fostering an environment where stakeholders feel valued and respected. Participants pointed out that fostering a collaborative and open culture requires leadership supporting dialogue and accountability. Participants emphasized the need for leadership to champion stakeholder involvement actively.

Overall, the 4-Ps Framework offers a holistic and flexible solution that directly addresses the core challenges identified in the study. It ensures that stakeholder engagement is not merely about consultation but is a dynamic, inclusive, and results-driven process. The framework integrates the critical dimensions of human involvement, structured processes, goal clarity, and supportive principles to create a compelling and responsive approach to policymaking. Importantly, its practical application provides policymakers with tools to evaluate and improve engagement, ensuring that policies are informed, inclusive, and aligned with stakeholder needs and societal goals (Figure 4).

The 4-Ps Framework is designed to guide policymakers through the complexities of stakeholder engagement by providing a structured yet adaptable approach. It supports practitioners in planning, implementing, and evaluating stakeholder engagement activities in ways that ensure inclusivity, responsiveness, and alignment with policy goals. Importantly, the framework emphasizes that all four pillars must be addressed to achieve meaningful and effective engagement. Neglecting any one of the pillars risks undermining the overall process, as the pillars are interdependent and collectively essential for creating a robust engagement strategy.

The framework also functions as an evaluative tool, enabling policymakers to assess the quality of stakeholder engagement. By measuring performance against the framework’s core components, policymakers can identify gaps, address weaknesses, and continuously improve the engagement process. For example, evaluating whether stakeholders have been adequately identified and included (People), whether processes are systematic and transparent (Process), whether engagement is purpose-driven (Purpose), and whether trust and collaboration are fostered (Principles) allows for a more structured and accountable approach to stakeholder management.

However, it is important to note that while the 4-Ps Framework provides a structured approach to stakeholder engagement, it does not guarantee that the engagement will positively impact policymaking processes or outcomes. Instead, the framework is intended to enhance the quality and effectiveness of engagement as a process. Effective stakeholder engagement is inherently complex, influenced by numerous contextual factors, such as political will, organizational culture, and the capacity of both policymakers and stakeholders to engage meaningfully.

7. Conclusions

This study examined stakeholder engagement in public education policymaking in Qatar, revealing that while stakeholders are involved, their participation often lacks depth and genuine influence. Engagement is frequently perceived as procedural, with limited impact on policy outcomes. This tokenistic approach undermines trust and discourages future participation. The research highlights the critical importance of human factors in fostering meaningful engagement, including leadership, organizational culture, and individual skills like curiosity and openness. Policymakers must move beyond merely collecting feedback to profoundly understanding and integrating stakeholder input into actionable policies.

The study introduces the 4-Ps Framework—People, Process, Purpose, and Principles—a structured model to enhance stakeholder engagement by aligning identification, communication, goal setting, and organizational values to address these challenges. This framework offers a holistic solution to existing gaps, promoting collaboration and trust. Additionally, the study sheds light on stakeholder participation within Qatar’s unique sociopolitical context, contributing to the discourse on engagement in nondemocratic settings.

The findings call for a cultural shift toward transparent and responsive policymaking, where stakeholder input is genuinely analyzed and integrated. Though grounded in Qatar’s education sector, the framework and insights have broader applicability, offering guidance for improving engagement in similar contexts. This research provides a foundation for further empirical studies to refine the framework and explore its relevance across various sectors and settings.

Despite its valuable insights, the qualitative interviews lacked statistical generalizability, and the small MOEHE sample may not capture diverse views. The absence of piloted interview questions and the focus on Qatar’s unique context further limit broader applicability. Despite this, the research fills a critical gap in understanding local policymaking.

To improve stakeholder engagement in Qatar’s education policymaking, the study recommends expanding engagement networks for continuous dialogue, implementing transparent feedback mechanisms to build trust, strengthening data-driven decision-making through better analysis tools, and enhancing policymakers’ skills through capacity-building programs. While the above recommendations are high-level by design, this study has considered their practical implementation within Qatar’s governance structure and socio-political context. For example, establishing local Education Engagement Committees (EECs) would embed stakeholder input within existing administrative frameworks. Similarly, creating a centralized “Stakeholder Engagement Hub” on the Ministry’s website could institutionalize transparent feedback loops. These measures illustrate feasible pathways to translate strategic recommendations into action, aligning the proposed reforms with Qatar’s governance model and socio-political context.