Background Quality assessment plays a critical role in improving the quality of higher education and ensuring institutional effectiveness. In Syria, where universities face multiple challenges, assessing awareness of quality assessment tools in pharmaceutical education is essential to support international accreditation efforts. Methods A cross-sectional survey was conducted among Syrian pharmacy faculties. Data were collected from 107 faculty members, 335 pharmacy students, and 107 graduates using a structured questionnaire. The collected data were analyzed statistically using descriptive and inferential statistical methods. Results The overall mean scores for awareness of quality assessment tools were 3.38 ± 0.76 among faculty members, 3.05 ± 0.45 among students, and 3.09 ± 0.60 among graduates, indicating predominantly neutral perceptions across the study groups. Overall, 91.43% of responses reflected a neutral level of knowledge regarding quality assessment tools, while 7.14% indicated agreement and only 1.43% indicated disagreement. The lowest mean scores were observed in specific domains, particularly Scientific research among faculty members (M = 2.09 ± 0.86) and community service and academic ethics among graduates (M = 2.65 ± 0.73). These findings indicate that awareness of quality assessment tools remains limited among key stakeholders in Syrian pharmacy faculties. Conclusions These findings reveal limited knowledge of quality assessment tools among faculty members, students, and graduates in Syrian pharmacy faculties. This gap may negatively affect the effectiveness of the educational process, the professionalism of graduates, and consequently the quality of care delivered to patients.
Alkhador et al. (Tue,) studied this question.