Worldwide, university student support services facilitate student performance, contribute to students' success, and increase students' chances of degree completion. Student support services programs' success depends on students' help-seeking behavior. This study explores the help-seeking behavior of Foundation Program and Undergraduate students at Qatar University (QU) through their use of campus services to better understand students' use of these services. The study examines the association between help-seeking behavior, as indicated through services, on student success and persistence in two consecutive semesters, Spring 2019 and Fall 2019. Findings report a significant association between students' services and student success and persistence. A significant difference was reported between at-risk students' majors and at-risk students in STEM and non-STEM majors. Also, there was a difference in the help-seeking behavior among males and females, nationals and non-nationals, and student classifications.

Worldwide accreditation systems for higher education are used by institutions and programmes to demonstrate their legitimacy to deliver quality education. Although there are many perceived benefits and criticisms of accreditation and little empirical research on its impact for improvement, there is still an increasing demand for this form of quality assurance. This essay applies the lens of idolatry to provide a distinctive perspective and offer insight into accreditation. The theory of idolisation and nine characteristics of idols provides a means to understand accreditation power over institutions, its demands, its impact on institutions and professors and its ability to shape and legitimise a particular understanding of education and academic disciplines.

Teachers play an essential role in teaching sustainable development to students. Consequently, understanding the challenges that hamper effective instruction is crucial. This study explored the challenges preparatory and secondary school teachers face in Qatar’s public and private schools when teaching Education for Sustainable Development (ESD) and Global Citizenship Education (GCED). The study utilized an adapted version of UNESCO’s global survey to investigate these challenges and shed light on the obstacles that impede effective instruction in these essential domains. Teachers’ (N = 981) challenges were assessed according to curricular, cultural, and environmental challenges associated with teaching sustainability. The study results indicated that more than half of public and private school teachers faced moderate to significant challenges when teaching ESD and/or GCED themes. Sustainable Consumption and Production was perceived as the most challenging teaching theme, with the least curriculum coverage. Results indicated that private school teachers report more significant challenges in teaching and assessing ESD/GCED themes than public school teachers across the four sustainability themes. Detailed discussion regarding these findings is provided. This article contributes to the wider academic conversation by examining the practical challenges teachers face in Qatar as they implement ESD and GCED.