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

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.