Abstract:
The rapid institutionalization of online teaching has intensified debates about the role of national education policies
and quality assurance (QA) frameworks in shaping educational quality, legitimacy, and innovation. While online teaching offers
expanded access and pedagogical flexibility, its effectiveness is profoundly influenced by regulatory environments governing
adoption, assessment, accreditation, and academic integrity. This study examines how national education policies and quality
assurance frameworks influence the adoption, governance, and pedagogical innovation of online teaching, with particular attention
to assessment practices, accreditation processes, and academic integrity. Drawing on a critical review of policy and quality assurance
literature, the study analyzed how regulatory frameworks both enable and constrain institutional practices in digitally mediated
learning environments. The analysis reveals persistent tensions between standardization and innovation, especially where quality
assurance systems remain anchored in face-to-face teaching assumptions. Findings indicate that policy clarity and alignment with
institutional capacity are essential for sustainable online teaching, while enhancement-oriented QA frameworks are more effective
than compliance-driven models in supporting pedagogical innovation. The study further showed that surveillance-heavy approaches
to assessment and academic integrity raise ethical concerns and may undermine trust and learning quality. The paper argues for
adaptive, context-sensitive governance models that balance accountability with pedagogical flexibility. By foregrounding the
interaction between policy intentions, quality assurance mechanisms, and institutional enactment, the study contributes to ongoing
debates on the governance of online teaching and offers policy-relevant insights for strengthening quality, credibility, and innovation
in digital higher education.
