Stakeholders’ Perceptions and Roles in Ensuring Effective and Ethical Education Policy Implementation in Mauritius

Abstract

This study uses the framework of Stakeholder Theory to examine how stakeholders perceive and contribute to the implementation of ethical and successful education policies in Mauritius. The theory offers a framework for investigating the ways in which accountability, awareness, and participation affect the results of policies. The study utilised a mixed-methods approach, combining qualitative insights from stakeholder interviews with quantitative analysis of 150 survey responses. Stakeholders' opinions and their responsibilities showed a moderately strong positive correlation (R = 0.684, R² = 0.468) according to descriptive and inferential statistics, confirming a significant relationship (F (1,148) = 24.22, p <.001). The ethical and efficient implementation of policies is greatly improved by stakeholders' awareness (β = 0.68, CR = 7.41) and participation (β = 0.62, p =.000), according to structural equation modelling. Themes of cooperative governance, ethical awareness, responsibility, and ongoing capacity building were highlighted by the qualitative findings. The study concludes that ethical consciousness and inclusive participation are essential to maintaining efficient policy governance. To improve institutional efficiency and moral integrity in Mauritius's educational system, it suggests transparent monitoring systems, regular ethical training, and organised participation mechanisms.