Published on Dec 2025
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It’s an exciting time for higher education in the Middle East and North Africa (MENA) region. As both an academic and an economist, I have seen firsthand the transformative nature of education and its undeniable link to a nation’s prosperity. According to World Bank, the region has seen the adult literacy rate rise from 39 percent to 75.5 percent between 1974 and 2024. This amazing growth is a sign of the region’s enormous investment in higher education. In the past 50 years, the number of universities has grown from 47 to more than 760, and the number of graduates has grown from about a million to more than 15 million.
In a report released earlier this year, Studiosity’s 2025 Middle East Student Wellbeing Survey offers critical insights into the student experience, confirming that while we have much to celebrate, there are also new challenges to address. The survey, conducted by YouGov and Studiosity with 554 university students in the United Arab Emirates (UAE) and 511 university students in the Kingdom of Saudi Arabia (KSA), provides us with deep and rich data to formulate student-centric guidance to assist university leaders and policymakers in navigating this evolving landscape.
A high sense of belonging compared to other regions
A major positive finding is the strong sense of belonging among Middle Eastern students, which is a key indicator of success. Students in Saudi Arabia and the UAE feel a stronger sense of belonging than their counterparts in any other surveyed country. This provides a competitive advantage for the region to attract students globally. The survey underscores that flexible schedules, faculty connections and student mentor access foster this sense of belonging. Universities must continue to foster this sense of community through personalized and adaptable learning options.
Thoughtful AI adoption could be faster
Another area of opportunity lies in adapting to the rise of generative AI. Students in the Middle East have the highest expectations for AI support from their universities globally. In fact, 69 percent of students in the surveyed regions expect their university to offer AI support tools, compared to just 54 percent of students globally. This result presents a clear mandate for universities to provide technologies that enhance learning while also protecting academic integrity and addressing concerns about stress and equity. Students’ top reasons for using AI tools are to learn how to use AI (25 percent) and to build confidence in their assignments (18 percent). Thus, institutions must implement AI in a way that includes strong peer and teacher engagement to prevent feelings of isolation.
While expectations for AI support are high, 1 in 3 students think their university could move faster to include AI support tools to help them. As AI tools become more embedded in students’ academic lives, university leaders must act to ensure that the provided technologies protect and enhance cognitive abilities and student learning. These initiatives would also enable institutions to address key concerns regarding academic integrity, stress and equity. With 94 percent of students using AI for assignments and study tasks and a strong expectation (69 percent) that their institutions will provide AI support, universities need to adapt quickly.
The high-pressure paradox: “fear of failure” drives student stress
Students in the Middle East report high levels of study-related stress, despite their overwhelmingly strong sense of belonging. In Saudi Arabia, 61 percent of students report feeling stressed weekly or more often, and this figure is 53 percent in the UAE. This finding suggests that while students feel included in their communities, the academic expectations placed upon them pose a significant threat to their mental well-being. The survey found that students cited the “fear of failing” an exam or assessment as a top three stress factor by nearly 40 percent of students in both countries. The distribution of this anxiety is not uniform. In the UAE, female students were significantly more likely to cite this fear as their primary stressor compared to their male counterparts. Similarly, younger students (aged 18-25) in KSA reported much higher rates of fear-driven stress, alongside those who are not currently in paid employment.
These findings call for universities to address not just the academic but also the psychological burden of performance. Institutions must move beyond basic resources and actively promote a supportive culture that normalizes struggles, encourages help-seeking and offers targeted mental health and resilience training to mitigate the intense pressure felt by this specific student cohort. Building strong support ecosystems can help turn the fear of failure into confidence in seeking help and, ultimately, academic success. There is considerable academic evidence to suggest that mental well-being has a significant impact on both academic performance and long-term career outcomes. Research asserts that poor mental health during the initial semester significantly correlates with an increased likelihood of underachievement throughout university. Therefore, it is important that universities identify the problem early and effectively address it. For example, some researchers argue that universities should take care of students’ mental health through setting up support groups and creating additional online tools.
Career optimism is strong, yet wavers for certain groups
Finally, the survey highlights the importance of equipping students with the skills needed for future jobs. While most students are confident their degree is preparing them for success (74 percent net confidence in the UAE), some groups, such as part-time students, are less optimistic. This is an opportunity for universities to ensure that career support services are equitable for all students. We must also recognize the importance of English writing and communication skills, especially for those students whose first language is not English, and provide resources to enhance these skills, as they are highly valued by employers.
The findings of this survey have already initiated meaningful discussions and will surely drive impactful change. By prioritizing a positive student experience, adopting AI ethically and effectively, providing targeted wellness support to address performance anxiety and ensuring equitable support for skill development, we can ensure that the next generation of graduates in the MENA region is prepared for the challenges and opportunities of the modern world.