University Students’ Experiences of Received Instruction and Their Learning Approaches: Insights from the Arabic Shortened SETLQ

This study examined undergraduate students’ experiences of teaching and learning at Qatar University using an Arabic version of the Shortened Experiences of Teaching and Learning Questionnaire (SETLQ). A total of 410 students (60.2% female), ranging in age from 18 to 33 years (M = 21.0, SD = 2.6), participated in the study. The SETLQ, originally developed in English, was translated into Modern Standard Arabic using a rigorous translation and back-translation process to ensure cultural and linguistic appropriateness. Descriptive statistics revealed that students’ expectations from higher education were primarily motivated by career goals and personal development. Students cited the importance of course content as a primary reason for enrollment, rather than intrinsic interest. Approaches to learning and studying showed a preference for deep learning and organized effort over surface-level strategies. Notably, students with higher GPAs reported significantly lower use of surface approaches compared to those with lower GPAs. Students’ perceptions of their teaching and learning environments were generally positive, with high ratings for the assessment of understanding and instructional quality. While students reported learning subject-specific knowledge and information skills, lower ratings were given to collaborative learning outcomes. Most students expressed confidence in their overall academic performance. These findings suggest that, to foster deeper learning and academic success, instructional strategies at Qatar University should aim to reduce students’ reliance on surface approaches by incorporating more opportunities for independent learning, emphasizing the relevance of course content to career goals, and promoting structured study habits. These efforts should be reinforced by aligning instruction with students’ career-oriented and personal development goals, highlighting the importance of course content, prioritizing the assessment of understanding, and deepening students’ learning of core disciplinary concepts and information technology skills.