a pragmatic lens on quality: shifting paradigms in higher education

This paper explores the intersection of pragmatism and quality assurance in higher education, adopting an exploratory approach to understand how pragmatist principles can inspire more adaptive, inclusive, and context-sensitive educational practices. by delving into the historical roots of pragmatism, particularly through the works of charles sanders peirce, william james, and john dewey, the study examines how this philosophical tradition critiques and reimagines traditional metrics and models of educational quality. the analysis focuses on key themes, including the decentralization of governance, the creation of responsive and adaptive learning environments, and the broader implications of fostering continuous reflection and improvement within institutions. pragmatism’s dynamic and evolving framework challenges conventional notions of quality assurance by emphasizing critical thinking, problem-solving, and adaptability as core tenets of educational excellence. however, the paper also critically addresses significant challenges, such as balancing local relevance with global competitiveness, avoiding an overemphasis on immediate practical outcomes at the expense of long-term educational goals, and ensuring that equity and rigor remain central to quality assurance practices. by embracing pragmatism, this study argues, higher education institutions can cultivate a more holistic, student-centered learning environment that responds effectively to the complex and evolving demands of contemporary society and the global workforce.