Evaluating the role of communities of practice in advancing faculty development at Arab open university

Faculty development has become a cornerstone for quality assurance and innovation in higher education. Communities of Practice (CoPs) offer a collaborative framework to enhance professional learning, yet their integration in Arab open and blended learning institutions remains underexplored. This research assesses how CoPs contribute to faculty development progress at the Arab Open University (AOU), Oman. It examines the extent of CoP member participation, their evaluations of teaching and collaboration improvement, and the contextual factors that shape their success. A mixed-methods design was employed. Quantitative data were collected via a structured Likert-scale survey targeting academic staff, students, and policymakers. Qualitative insights were gathered through semi-structured interviews and institutional document analysis. Data were analyzed using SPSS and NVivo software to identify patterns, correlations, and emergent themes. Findings revealed high institutional support for professional development and positive perceptions of CoP participation. Key themes included shared leadership, peer support, reflective practice, and institutional trust. However, barriers such as time constraints, centralized decision-making, and lack of formal recognition limited sustained engagement. CoPs demonstrate strong capabilities to establish collaborative academic environments that boost development activities for professors within university programs that operate as open institutions. Institutions should implement CoP structures within policy frameworks, workload models, and leadership strategies to achieve lasting results, specifically within blended learning spaces that contain cultural diversity.