An exclusive conversation on the vision for the American University of Bahrain with Dr Wafa Almansoori.

American writer Alvin Toffler once said: “The illiterate of the 21st century will not be the one who cannot read and write, but the one who cannot learn, unlearn, and relearn.” During our recent conversation, Dr Wafa Almansoori, the American University of Bahrain’s Interim President and Provost, she made it a point to reiterate Toffler’s words. According to Dr Almansoori, opportunities unfold for every graduate when they’re more willing to learn, unlearn, and relearn.

Dr Almansoori has spent a lifetime working in the Kingdom’s higher education sector. Her contributions are wide-ranging. She helped establish Bahrain’s Quality Assurance Authority whilst building her academic career in Electrical Engineering. As a founding member of AUBH’s leadership team, she shaped the university’s academic programs, secured international accreditation, and worked closely with the Higher Education Council.

In our chat with Dr Almansoori, we discussed what’s changed in the higher education space, what students in Bahrain want from their education today, and how her perspective to education has changed as she now leads the university.

What’s the most significant shift you’re seeing in higher education in Bahrain right now?

The most significant shift in education, both in Bahrain and globally, is the focus on outcomes. Students and parents want to understand what skills, competencies, and knowledge they’ll gain, not just the qualification title.

The Higher Education Council (HEC) has established a national plan to guide institutions towards greater innovation, relevance, and agility that meets market needs. The vision is for Bahrain to become an innovation hub. The Kingdom’s wealth lies in its human resources.

The Education and Training Quality Authority (BQA) ensures institutions align with nationalgoals through their standards and reviews. Together, the HEC and BQA provide a whole system to elevate universities and drive better performance.

Are you seeing changes in what students expect from university compared to a few years ago?

Today’s students are digital natives who expect far more than classroom instruction. They want relevant, hands-on curricula connected to real life, alongside holistic campus experiences that support their wellbeing and diverse interests. They’re more innovative and questioning than previous generations, highly internationalised, and demand flexibility in learning modes. While they appreciate online options, they recognise humans are social by nature. Online learning complements face-to-face education rather than replacing it.

Can you tell me about a recent graduate whose journey stands out to you? What made their story particularly memorable?

We’ve seen remarkably ambitious students, but what truly touches me are those who arrive without a clear direction. Through internships and professional electives, they discover their path. Some even change majors completely. Seeing them grow confident at graduation, willing to take chances – that’s the real essence of AUBH. One engineering graduate now thrives as a food and beverage entrepreneur. These stories show students that uncertainty is absolutely fine. Things unfold as long as you can learn, unlearn, and relearn.

You’ve been part of AUBH since its founding, but now you’re leading it. What looks different from the President’s chair?

I joined AUBH early enough to help establish academic systems, accreditation, and quality standards. I discovered I love startups. Previously, I focused on ensuring efficient operations. Now, as president, it’s about the bigger picture: where AUBH is heading, how we’ll grow our community role, and our regional and international recognition. I’m looking at long-term direction, understanding today’s decisions will impact where we’ll be in five years.

Given your experience in the field, what are the non-negotiables that institutions must focus on to better support graduates entering today’s workforce?

Quality academic programs and learning experiences are non-negotiable. The curriculum is the backbone. We must instil flexibility and an entrepreneurial mindset – not all students need to start a business, but they should innovate within any role.

Universities might prepare students for their first job, but preparing them for their careers is more important. Finally, learning is holistic: it encompasses education, wellbeing, mental health, and creating a genuine sense of belonging.

What are your next priorities as you step into this role? What do you want AUBH to be known for within Bahrain and outside?

I want AUBH to be known for graduating innovative, free-thinking, flexible graduates who value community and lifelong learning. But we need to be a learning institution ourselves. Staff, faculty, and the institution need to embrace continuous learning. My hope is for AUBH to provide a learning environment not just for students, but for our entire community.

Also Read: Bahrain Education: A Brief History Since 1919