This study aimed to identify the factors influencing the development of continuing education for employees in universities of Baghdad Province. This applied research employed a sequential exploratory mixed-methods design. In the qualitative phase, data were collected via semi-structured interviews with 15 academic and administrative experts selected through snowball sampling. The data were analyzed using the grounded theory approach. In the quantitative phase, 174 university staff members with at least 10 years of work and in-service training experience were selected through multistage cluster sampling. A researcher-made questionnaire was used, and its validity was confirmed via confirmatory factor analysis using Smart PLS. Data analysis included one-sample t-test, ANOVA, and multiple regression. Inferential findings revealed seven major components significantly affecting continuing education development: continuing education platforms, implementation requirements, management and leadership, technological instructional design, pedagogical factors, educational strategies, and evaluation and feedback. Regression analysis showed that technological instructional design (ß=0.521, p<0.001) and pedagogical variables (ß=0.179, p<0.001) had the strongest influence on continuing education development. The adjusted R² was 0.954, indicating high model predictive power. The GOF index was 0.676, representing strong model fit. ANOVA confirmed significant differences among the components' means (F=10.85, p<0.001). The results suggest that the development of continuing education in universities of Baghdad is driven by a comprehensive set of organizational, technological, instructional, and managerial factors. Structural, cultural, and technological support from universities is essential to fostering continuous professional competence among employees. Intelligent instructional design and ongoing internal and external evaluation are recommended as strategic approaches to advancing continuing education.
Hiani et al. (Wed,) studied this question.