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Engineering education in the Arab Gulf States (the Region) faces significant challenges as it seeks to meet the demands on the engineering profession in the twenty first century. This paper focuses on classroom-based pedagogies of engagement, and cooperative learning strategies in particular. The paper is a follow up to previous work by the author, on viable strategies to improve the classroom environment of engineering colleges in the Region. At the start, the paper provides an overview of relevant benchmarks of engineering education in the Region. Then, relates author’s preliminary findings on teaching/learning practices in engineering colleges of the Region, sheds light on the pros and cons of the lecture format, and examines the literature on meanings and substance of different active learning protocols focusing on cooperative engagement strategies. It also identifies common barriers to reformation, and argues that any meaningful change in Region’s classroom practices today (dominated by traditional lecture-based methods) must be mandated and supported by the university administration. What is necessary to create a change, is, to have a comprehensive and integrated set of components: clearly articulated expectations, opportunities for faculty to learn about new pedagogies, and an equitable reward system.

On Implementation of Cooperative Learning Strategies in the Arab Gulf States: The Challenge to Change