الدور العماني في تعزيز الأخلاق بين التنظير والتطبيق

الدورُ العُماني في تعزيز الأخلاق بين التنظير والتطبيق

education، that us to enable students to attain well-being، both in this world and in the hereafter.

There is، therefore، a need to assess whether outcome- based education is an appropriate approach for comprehensively delivering the functions of a university. Does OBE prepare a university to identify and respond to the psychosocial issues in the community، or does it primarily serve the needs of certain stakeholders، namely، employers? This warrants a re-examination of whether OBE adequately encompasses the development of values that contribute to psychological wellness. A more important role for educational institutions is to nurture students' ability to integrate faith (iman) with knowledge ('ilm)، which، in turn، should be reflected in good character (akhlaq). Graduates of such curricula are expected to embody the dual roles of servant ('abd) and vicegerent (khalifah) of Allah، leading their communities with responsibility and purpose.

Historically، people regarded educational institutions، especially universities، beyond the grand buildings or rigid bureaucracies، but as centres of community life. They were seen as centres for moral and intellectual endeavour، rather than simply as training grounds for professional skills. They served as hubs for spiritual، philosophical، and civic formation، as well as institutions devoted to the common good and divine purpose. A university، as a trusted knowledge centre and a pillar of

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