Al-Hadba University

Department of Accounting (DACC)

📋 Programme Specification

This section presents the formal specification of the Accounting programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Accounting after 4 academic years of full-time study, and is delivered through the Bologna Process, with a two-semester structure, 240 ECTS credits, and outcome-based teaching, learning, and assessment. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in accounting education and applied financial research, recognized for producing ethical, technologically proficient, and professionally certified accountants who promote financial transparency, sound governance, and sustainable economic growth in Iraq and beyond.

🎯 Our Mission

The Department of Accounting at AHU is committed to:

• Delivering high-quality accounting education that integrates theory with professional practice.
• Preparing ethical, competent accountants proficient in international standards and digital accounting technologies.
• Advancing applied research in accounting, auditing, and taxation that supports transparency and economic development.
• Serving the community through financial literacy initiatives and professional consultancy services.
• Strengthening partnerships with professional bodies and the financial sector to enhance student training and employability.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Development

• Modernize the accounting curriculum in line with International Financial Reporting Standards (IFRS) and International Standards on Auditing (ISA).
• Integrate digital accounting tools, ERP systems, and computerized accounting applications into coursework.
• Regularly review and update course content to align with MoHESR requirements, the Bologna Process, and international accounting education standards.

✅ 2. Research and Innovation

• Promote applied research in financial reporting, auditing, taxation, and corporate governance relevant to the Iraqi economy.
• Support faculty and student-led research projects addressing transparency, public finance, and economic recovery.
• Encourage publication in reputable national and international accounting and finance journals.

✅ 3. Industry and Community Partnerships

• Strengthen collaboration with audit firms, banks, tax authorities, and professional accounting bodies.
• Develop industry-relevant internships and cooperative training programs for students.
• Provide community services in financial literacy, bookkeeping, and small-business accounting support.

✅ 4. Student Success and Employability

• Prepare students for professional certification pathways and national qualification examinations.
• Expand career services with mentoring, coaching, and job placement support in the financial sector.
• Foster alumni networks to support career growth, mentorship, and professional development.

✅ 5. Digital Transformation

• Integrate accounting information systems, data analytics, and audit software into learning processes.
• Utilize data analytics to enhance student performance monitoring and programme effectiveness.
• Offer blended and online learning options to increase accessibility and flexibility.

✅ 6. Green Education, Sustainability, and Artificial Intelligence

• Integrate green accounting, ESG reporting, and sustainability disclosure into the curriculum.
• Embed AI-supported accounting, auditing, and analytics tools in teaching and training.
• Promote paperless, energy-aware practices and SDG awareness across programme activities.

🎓 Programme Learning Outcomes

The learning outcomes of the Accounting programme define the knowledge, skills, and competences that every graduate is expected to demonstrate upon completion of the programme. Formulated according to the outcome-based approach of the Bologna Process and the Iraq National Qualifications Framework, they respond directly to the needs of Iraq's financial and regulatory environment and to the role of transparent accounting practice in the economic recovery of Mosul. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Business Administration (DBAD)

📋 Programme Specification

This section presents the formal specification of the Business Administration programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Business Administration after 4 academic years of full-time study, and is delivered through the Bologna Process, with a two-semester structure, 240 ECTS credits, and outcome-based teaching, learning, and assessment. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in management education and entrepreneurship, recognized for producing innovative, ethical, and globally minded business leaders who drive organizational excellence, sustainable enterprise growth, and Iraq's economic development.

🎯 Our Mission

The Department of Business Administration at AHU is committed to:

• Delivering high-quality management education that integrates theory with practice.
• Developing skilled, ethical business leaders and entrepreneurs ready for local and international markets.
• Advancing applied research in management, entrepreneurship, and organizational development.
• Serving the community through business consultancy, start-up incubation, and entrepreneurship training.
• Strengthening industry partnerships to enhance internships, training, and career opportunities.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Development

• Modernize management programmes covering strategy, marketing, human resources, and operations to meet evolving market demands.
• Incorporate entrepreneurship, sustainability practices, and global business trends into the curriculum.
• Regularly review and update course content to align with international business education standards and MoHESR guidelines.

✅ 2. Research and Innovation

• Promote applied research in management, entrepreneurship, and SME development addressing local and global business challenges.
• Support faculty and student-led research initiatives on organizational performance and market development in Iraq.
• Encourage publication in reputable management and business journals.

✅ 3. Industry and Community Partnerships

• Strengthen collaboration with local and international companies, chambers of commerce, and entrepreneurial ecosystems.
• Develop industry-relevant internships and cooperative education programmes.
• Enhance community outreach through business consultancy, start-up incubation, and entrepreneurship training.

✅ 4. Student Success and Employability

• Expand career services, offering mentoring, leadership coaching, and job placement support.
• Develop workshops and certification programmes in project management, digital marketing, and business analysis.
• Foster alumni networks to support career growth and professional mentorship.

✅ 5. Digital Transformation

• Integrate e-business tools, business analytics, and digital management platforms into learning processes.
• Utilize data analytics to enhance student performance and programme effectiveness.
• Offer blended and online learning options to increase accessibility.

✅ 6. Green Education, Sustainability, and Artificial Intelligence

• Embed sustainable and green business management, ESG, and circular-economy topics in the curriculum.
• Integrate AI-driven decision-support and analytics tools into management education.
• Support green start-ups and SDG-aligned entrepreneurship through incubation and training.

🎓 Programme Learning Outcomes

The learning outcomes of the Business Administration programme describe what graduates will know and be able to do as managers and entrepreneurs. Developed in line with the outcome-based principles of the Bologna Process and the Iraq National Qualifications Framework, they are shaped by the realities of the Iraqi market and the entrepreneurial opportunities emerging from the economic revival of Mosul and Nineveh Governorate. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Financial and Banking Sciences (DFBS)

📋 Programme Specification

This section presents the formal specification of the Financial and Banking Sciences programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Financial and Banking Sciences after 4 academic years of full-time study, and is delivered through the Bologna Process, with a two-semester structure, 240 ECTS credits, and outcome-based teaching, learning, and assessment. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in finance and banking education, recognized for producing highly skilled, ethical financial professionals who strengthen a modern, stable, and inclusive financial sector and contribute to Iraq's sustainable economic development.

🎯 Our Mission

The Department of Financial and Banking Sciences at AHU is committed to:

• Delivering high-quality education in finance and banking that combines theory with practical application.
• Preparing skilled, ethical professionals in banking operations, financial markets, and financial technology.
• Advancing applied research that supports financial stability, inclusion, and sector development in Iraq.
• Serving the community through financial literacy campaigns and advisory services.
• Strengthening partnerships with banks and financial institutions to enhance training and employability.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Development

• Modernize curricula in banking operations, financial markets, risk management, and Islamic finance.
• Incorporate financial technology (FinTech), digital payments, and international banking standards into coursework.
• Regularly review and update course content to align with international standards and MoHESR guidelines.

✅ 2. Research and Innovation

• Promote applied research in monetary policy, financial inclusion, banking stability, and FinTech.
• Support faculty and student-led research on the development of Iraq's financial and banking sector.
• Encourage publication in reputable finance and banking journals.

✅ 3. Industry and Community Partnerships

• Strengthen collaboration with the Central Bank, commercial banks, insurance companies, and financial institutions.
• Develop internships and cooperative training programmes within the banking sector.
• Enhance community outreach through financial literacy campaigns and advisory services.

✅ 4. Student Success and Employability

• Prepare students for professional banking and finance certifications to boost employability.
• Expand career services with mentoring, coaching, and job placement support in the financial sector.
• Foster alumni networks to support career growth and professional connections.

✅ 5. Digital Transformation

• Establish digital banking and financial analytics learning environments for practical training.
• Integrate e-payment systems, financial modelling tools, and data analytics into learning processes.
• Offer blended and online learning options to increase accessibility.

✅ 6. Green Education, Sustainability, and Artificial Intelligence

• Introduce green finance, sustainable investment, and climate-risk topics into the curriculum.
• Embed AI and data-analytics applications for banking in teaching and laboratories.
• Promote financial-literacy outreach that advances sustainability and the SDGs in the community.

🎓 Programme Learning Outcomes

The learning outcomes of the Financial and Banking Sciences programme specify the professional capabilities expected of every graduate. Aligned with the outcome-based approach of the Bologna Process and the Iraq National Qualifications Framework, they reflect the regulatory framework of the Central Bank of Iraq and the national drive toward financial inclusion and a modern, trustworthy banking sector. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of English (DENL)

📋 Programme Specification

This section presents the formal specification of the English Language programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Arts (B.A.) in English Language after 4 academic years of full-time study, and is delivered through the Iraqi academic teaching system and its course-unit framework, in accordance with MoHESR regulations. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in English language and literature education, recognized for producing linguistically proficient, critically minded, and culturally aware graduates who excel in communication, translation, and scholarship, and who serve as bridges for cross-cultural dialogue locally and globally.

🎯 Our Mission

The Department of English at AHU is committed to:

• Delivering high-quality education in English language, literature, and translation.
• Preparing graduates with linguistic proficiency, critical thinking, and cultural competence for global engagement.
• Advancing research and scholarship in linguistics, literature, and translation studies.
• Serving the community through language courses, translation services, and cultural events.
• Strengthening partnerships with international institutions to enhance learning, exchange, and research opportunities.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Innovation

• Offer modern, interdisciplinary programmes blending linguistics, literature, and translation studies.
• Integrate digital humanities, language technologies, and international proficiency frameworks (e.g., CEFR) into the curriculum.
• Foster critical thinking, creativity, and analytical skills through interactive learning experiences.

✅ 2. Practical Learning and Skill Development

• Provide hands-on training in translation, interpretation, creative writing, and academic writing.
• Enhance students' public speaking and presentation skills through debates, seminars, and performance activities.
• Encourage participation in literary and cultural events, and provide teaching practicum opportunities.

✅ 3. Research and Scientific Advancement

• Promote faculty and student-led research in linguistics, literature, applied linguistics, and translation studies.
• Support publication of scholarly papers in reputable humanities journals.
• Establish research partnerships with local and international universities.

✅ 4. Community Engagement and Cultural Impact

• Offer English language courses, translation services, and educational workshops to the community.
• Organize public lectures, literary readings, and cultural events that enrich Mosul's cultural life.
• Promote local and international cultural exchange programmes.

✅ 5. Student Success and Career Readiness

• Strengthen career services with internships in teaching, translation, media, and international organizations.
• Offer skills workshops on academic writing, editing, and professional communication.
• Foster alumni relations to provide networking and career support.

✅ 6. Quality Assurance and Global Recognition

• Ensure compliance with MoHESR standards and Bologna Process requirements (ECTS, learning outcomes).
• Adopt quality assurance frameworks for continuous programme enhancement.
• Regularly review and update the curriculum based on market trends and academic needs.

✅ 7. Green Education, Sustainability, and Artificial Intelligence

• Integrate eco-literacy, environmental discourse, and sustainability texts into language and literature courses.
• Embed responsible use of AI-assisted translation and language-learning tools in the curriculum.
• Promote awareness campaigns and translation projects supporting the SDGs in the community.

🎓 Programme Learning Outcomes

The learning outcomes of the English Language programme define the linguistic, analytical, and professional competences of its graduates. The programme follows the Iraqi academic teaching system of MoHESR, while its outcomes are formulated in a measurable, outcome-based manner consistent with the Iraq National Qualifications Framework, serving Mosul's need for skilled translators, educators, and cultural mediators who connect the city's rich heritage with the wider world. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Computer Technology Engineering (DCTE)

📋 Programme Specification

This section presents the formal specification of the Computer Technology Engineering programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Computer Technology Engineering after 4 academic years of full-time study, and is delivered through the Bologna Process, with a two-semester structure, 240 ECTS credits, and outcome-based teaching, learning, and assessment. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in computer technology engineering education and applied research, recognized for producing highly skilled, innovative, and industry-ready engineers who drive digital transformation, intelligent systems, and Iraq's technological modernization.

🎯 Our Mission

The Department of Computer Technology Engineering at AHU is committed to:

• Delivering high-quality technical education in computer engineering that fosters innovation and practical expertise.
• Preparing industry-ready engineers with advanced competencies in computing, networks, and intelligent systems.
• Driving research and technological innovation through applied projects and industry partnerships.
• Contributing to Iraq's digital transformation and technological modernization.
• Promoting lifelong learning and continuous professional development for students and faculty.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Innovation

• Deliver cutting-edge programmes in computer systems, embedded systems, networks, and communications aligned with global industry standards.
• Integrate emerging technologies such as AI, IoT, robotics, and cybersecurity into the curriculum.
• Foster interdisciplinary learning and technical problem-solving skills in line with Bologna Process requirements.

✅ 2. Practical Training and Skill Development

• Provide hands-on experience in modern computing, electronics, and networking laboratories.
• Offer internship opportunities with technology and telecommunication industry partners.
• Strengthen students' technical proficiency through capstone projects and applied engineering challenges.

✅ 3. Research and Scientific Advancement

• Promote faculty and student-led research in AI, IoT, communications, and intelligent systems.
• Support publication of technical papers in peer-reviewed journals and IEEE venues.
• Establish collaborative research projects with local and international institutions.

✅ 4. Industry Partnerships and Technological Impact

• Build strong collaborations with telecommunication, IT, and software companies to enhance employability.
• Promote joint research initiatives and industry-sponsored student projects.
• Offer technical consultancy services to local and regional industries.

✅ 5. Student Success and Career Development

• Strengthen career services with technical mentorship programmes and job placements.
• Offer workshops and professional certifications in networking, programming, and emerging technologies.
• Foster alumni networks to support graduates' career growth.

✅ 6. Quality Assurance and Global Accreditation

• Ensure compliance with MoHESR standards and pursue internationally recognized engineering accreditation.
• Implement outcome-based education and continuous quality improvement in all programmes.
• Adopt best practices in engineering education and assessment.

✅ 7. Green Education, Sustainability, and Artificial Intelligence

• Embed green computing, energy-efficient systems, and e-waste awareness in the curriculum.
• Expand AI, machine learning, and intelligent-systems content and laboratories.
• Direct student projects toward smart, sustainable solutions for Mosul's infrastructure.

🎓 Programme Learning Outcomes

The learning outcomes of the Computer Technology Engineering programme define the engineering knowledge, practical skills, and professional attributes of its graduates. Formulated according to the outcome-based approach of the Bologna Process and the Iraq National Qualifications Framework, they address the demands of Iraq's digital transformation and the modernization of infrastructure and services in Mosul's public and private sectors. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Medical Equipment Technology Engineering (DMEE)

📋 Programme Specification

This section presents the formal specification of the Medical Equipment Technology Engineering programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Medical Equipment Technology Engineering after 4 academic years of full-time study, and is delivered through the Bologna Process, with a two-semester structure, 240 ECTS credits, and outcome-based teaching, learning, and assessment. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in medical equipment and biomedical engineering technology, recognized for producing skilled, innovative engineers who ensure the safe, effective, and advanced application of medical technology in support of healthcare excellence in Iraq and beyond.

🎯 Our Mission

The Department of Medical Equipment Technology Engineering at AHU is committed to:

• Delivering high-quality education in medical equipment technology that bridges engineering and healthcare.
• Preparing competent engineers skilled in the operation, maintenance, and management of medical technologies.
• Advancing research in biomedical engineering and medical device innovation.
• Supporting the health sector through technical consultancy and equipment-safety expertise.
• Strengthening partnerships with hospitals and the medical device industry to enhance training and careers.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Innovation

• Deliver modern programmes in medical instrumentation, medical imaging, and biomedical systems aligned with global standards.
• Integrate emerging health technologies such as AI-assisted diagnostics, telemedicine, and smart medical devices into the curriculum.
• Foster interdisciplinary learning across engineering, medicine, and healthcare technology.

✅ 2. Practical Training and Skill Development

• Provide hands-on experience in modern biomedical engineering laboratories with advanced equipment.
• Offer clinical training and internships in hospitals and medical centres focused on equipment operation, maintenance, and calibration.
• Enhance students' troubleshooting, safety, and technical management capabilities.

✅ 3. Research and Scientific Advancement

• Promote faculty and student-led research in medical device innovation, biomedical signal processing, and healthcare technology.
• Support publication of technical papers in peer-reviewed biomedical engineering journals.
• Establish collaborative research projects with hospitals and international institutions.

✅ 4. Industry and Healthcare Partnerships

• Build strong collaborations with hospitals, medical device suppliers, and healthcare institutions.
• Promote joint initiatives on medical equipment management, safety, and lifecycle planning.
• Offer technical consultancy services in medical equipment assessment and maintenance to the health sector.

✅ 5. Student Success and Career Development

• Strengthen career services with mentorship programmes and job placements in the healthcare technology sector.
• Offer workshops and certifications in clinical engineering, equipment safety, and quality standards.
• Foster alumni networks to support graduates' career growth.

✅ 6. Quality Assurance and Global Accreditation

• Ensure compliance with MoHESR standards and pursue internationally recognized engineering accreditation.
• Embed international medical device standards (IEC/ISO) into curriculum and laboratory practice.
• Implement continuous quality improvement in academic programmes and clinical training.

✅ 7. Green Education, Sustainability, and Artificial Intelligence

• Integrate sustainable medical-equipment lifecycle management and medical e-waste handling into the curriculum.
• Embed AI-assisted diagnostics and predictive-maintenance applications in teaching and training.
• Promote energy-efficient, green hospital technology practices with healthcare partners.

🎓 Programme Learning Outcomes

The learning outcomes of the Medical Equipment Technology Engineering programme specify the competences graduates need at the intersection of engineering and healthcare. Developed in line with the Bologna Process and the Iraq National Qualifications Framework, they respond to the pressing need of hospitals and health centres in Mosul and Nineveh for qualified engineers who keep medical technology safe, functional, and up to date. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Medical Laboratory Techniques (DMLT)

📋 Programme Specification

This section presents the formal specification of the Medical Laboratory Techniques programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Medical Laboratory Techniques after 4 academic years of full-time study, and is delivered through the Iraqi academic teaching system and its course-unit framework, in accordance with MoHESR regulations. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in medical laboratory sciences education and research, recognized for producing highly skilled, ethical laboratory professionals who advance accurate diagnostics, patient safety, and public health in Iraq and beyond.

🎯 Our Mission

The Department of Medical Laboratory Techniques at AHU is committed to:

• Delivering high-quality medical laboratory education that combines clinical expertise with scientific research.
• Preparing competent, ethical laboratory professionals dedicated to accurate diagnostics and patient safety.
• Advancing scientific research that addresses diagnostic and public health challenges.
• Promoting community health through screening campaigns and awareness programmes.
• Fostering partnerships with hospitals and health institutions to enhance student training and career opportunities.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Innovation

• Offer modern, evidence-based curricula in haematology, microbiology, clinical biochemistry, and molecular diagnostics.
• Integrate emerging laboratory technologies and automation into the curriculum.
• Foster analytical thinking, precision, and laboratory quality-management expertise.

✅ 2. Practical Clinical Training and Skill Development

• Provide extensive hands-on training in hospital and clinical laboratories.
• Develop simulation-based and supervised practical modules to enhance diagnostic proficiency.
• Strengthen students' competence in quality control, biosafety, and laboratory information systems.

✅ 3. Research and Scientific Advancement

• Promote faculty and student-led research in diagnostics, infectious diseases, and laboratory innovation.
• Support publication of research findings in peer-reviewed journals.
• Establish research partnerships with hospitals and health institutions locally and internationally.

✅ 4. Community Engagement and Public Health Impact

• Organize health screening campaigns and free laboratory testing initiatives for the community.
• Offer public health awareness programmes on disease prevention and early detection.
• Partner with local and international healthcare organizations.

✅ 5. Student Success and Career Development

• Strengthen career services with internships, mentorship programmes, and job placements in the health sector.
• Provide certification courses in specialized laboratory techniques to enhance employability.
• Foster alumni networks to support graduates' career advancement.

✅ 6. Quality Assurance and Global Accreditation

• Ensure compliance with MoHESR standards and pursue international accreditation.
• Embed international laboratory quality standards (e.g., ISO 15189 principles) into teaching and practice.
• Regularly update the curriculum to reflect advances in laboratory medicine.

✅ 7. Green Education, Sustainability, and Artificial Intelligence

• Embed green laboratory management and medical-waste sustainability in the curriculum.
• Integrate AI-assisted diagnostics and laboratory informatics into training.
• Promote environmentally responsible laboratory practice with hospital partners.

🎓 Programme Learning Outcomes

The learning outcomes of the Medical Laboratory Techniques programme define the diagnostic knowledge, laboratory skills, and professional conduct expected of every graduate. The programme is delivered through the Iraqi academic teaching system of MoHESR, with outcomes stated in a measurable, outcome-based form consistent with the Iraq National Qualifications Framework, and oriented toward the diagnostic needs and prevalent health conditions of the community of Mosul and Iraq. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Anesthesia Techniques (DANT)

📋 Programme Specification

This section presents the formal specification of the Anesthesia Techniques programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Anesthesia Techniques after 4 academic years of full-time study, and is delivered through the Iraqi academic teaching system and its course-unit framework, in accordance with MoHESR regulations. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in anesthesia technology education, recognized for producing competent, compassionate, and safety-focused anesthesia professionals who enhance perioperative care, critical care, and patient outcomes in Iraq and beyond.

🎯 Our Mission

The Department of Anesthesia Techniques at AHU is committed to:

• Delivering high-quality anesthesia technology education that integrates clinical skill with scientific knowledge.
• Preparing competent, compassionate anesthesia professionals who prioritize patient safety.
• Advancing scientific research in perioperative care, pain management, and critical care.
• Promoting community health through first aid, resuscitation, and surgical-safety training.
• Fostering partnerships with hospitals to enhance clinical training and career opportunities.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Innovation

• Offer modern, evidence-based curricula in anesthesia techniques, pharmacology, and patient monitoring.
• Integrate emerging anesthesia and critical care technologies into the curriculum.
• Foster clinical reasoning, vigilance, and patient-safety expertise.

✅ 2. Practical Clinical Training and Skill Development

• Provide extensive hands-on training in operating theatres, recovery units, and intensive care settings.
• Develop simulation-based modules for airway management, resuscitation, and emergency response.
• Strengthen students' critical thinking and rapid decision-making in perioperative situations.

✅ 3. Research and Scientific Advancement

• Promote faculty and student-led research on patient safety, pain management, and perioperative care.
• Support publication of research findings in peer-reviewed journals.
• Establish research partnerships with hospitals and health institutions.

✅ 4. Community Engagement and Public Health Impact

• Organize community training in first aid, basic life support, and resuscitation.
• Offer public awareness programmes on surgical safety and preoperative health.
• Partner with local and international healthcare organizations.

✅ 5. Student Success and Career Development

• Strengthen career services with hospital internships, mentorship programmes, and job placements.
• Provide certification courses in life support and perioperative care to enhance employability.
• Foster alumni networks to support graduates' career advancement.

✅ 6. Quality Assurance and Global Accreditation

• Ensure compliance with MoHESR standards and pursue international accreditation.
• Align training with international perioperative and patient-safety standards.
• Regularly update the curriculum to reflect advances in anesthesia and critical care.

✅ 7. Green Education, Sustainability, and Artificial Intelligence

• Integrate environmentally responsible anesthesia practice and waste reduction into the curriculum.
• Embed AI-supported patient monitoring and clinical decision support in training.
• Promote sustainable perioperative practices with partner hospitals.

🎓 Programme Learning Outcomes

The learning outcomes of the Anesthesia Techniques programme describe the clinical knowledge, technical skills, and patient-safety culture required of its graduates. Delivered through the Iraqi academic teaching system of MoHESR, the programme states its outcomes in a measurable, outcome-based form aligned with the Iraq National Qualifications Framework, in direct response to the perioperative and critical-care needs of the hospitals of Mosul and Nineveh Governorate. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Cosmetic Techniques and Laser (DCTL)

📋 Programme Specification

This section presents the formal specification of the Cosmetic Techniques and Laser programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Cosmetic Techniques and Laser after 4 academic years of full-time study, and is delivered through the Iraqi academic teaching system and its course-unit framework, in accordance with MoHESR regulations. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in cosmetic and laser technology education, recognized for producing skilled, ethical professionals who deliver safe, evidence-based aesthetic and laser services and advance innovation in medical aesthetics in Iraq and beyond.

🎯 Our Mission

The Department of Cosmetic Techniques and Laser at AHU is committed to:

• Delivering high-quality, evidence-based education in cosmetic and laser techniques.
• Preparing skilled, ethical professionals committed to safe aesthetic and laser practice.
• Advancing scientific research in laser applications, skin science, and treatment outcomes.
• Promoting community awareness of skin health and safe cosmetic practices.
• Fostering partnerships with clinics and aesthetic-medicine institutions to enhance training and careers.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Innovation

• Offer modern, evidence-based curricula in skin science, laser physics, and aesthetic procedures.
• Integrate emerging cosmetic and laser technologies into the curriculum.
• Foster scientific rigour, ethical practice, and client-safety expertise.

✅ 2. Practical Clinical Training and Skill Development

• Provide extensive supervised training in cosmetic and laser clinics with modern devices.
• Develop simulation-based modules for device operation, safety protocols, and procedure planning.
• Strengthen students' assessment, documentation, and client-care skills.

✅ 3. Research and Scientific Advancement

• Promote faculty and student-led research in laser applications, dermo-cosmetics, and treatment outcomes.
• Support publication of research findings in peer-reviewed journals.
• Establish research partnerships with dermatology and aesthetic medicine institutions.

✅ 4. Community Engagement and Public Health Impact

• Organize skin health awareness campaigns and free consultation initiatives.
• Offer public education on safe cosmetic practices and laser-safety standards.
• Partner with local and international healthcare and aesthetic organizations.

✅ 5. Student Success and Career Development

• Strengthen career services with clinical internships, mentorship programmes, and job placements.
• Provide certification courses in laser safety and advanced cosmetic techniques to enhance employability.
• Foster alumni networks to support graduates' career advancement.

✅ 6. Quality Assurance and Global Accreditation

• Ensure compliance with MoHESR standards and pursue international accreditation.
• Embed international laser-safety and clinical-practice standards into teaching and training.
• Regularly update the curriculum to reflect advances in medical aesthetics.

✅ 7. Green Education, Sustainability, and Artificial Intelligence

• Integrate green clinic management and responsible consumables use into the curriculum.
• Embed AI-assisted skin analysis and treatment-planning tools in training.
• Promote community awareness of safe, sustainable cosmetic practice.

🎓 Programme Learning Outcomes

The learning outcomes of the Cosmetic Techniques and Laser programme define the scientific knowledge, technical proficiency, and ethical standards expected of its graduates. The programme follows the Iraqi academic teaching system of MoHESR, with outcomes formulated in a measurable, outcome-based manner consistent with the Iraq National Qualifications Framework, promoting safe, evidence-based aesthetic practice within the community of Mosul. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Artificial Kidney Techniques (DAKT)

📋 Programme Specification

This section presents the formal specification of the Artificial Kidney Techniques programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Artificial Kidney Techniques after 4 academic years of full-time study, and is delivered through the Iraqi academic teaching system and its course-unit framework, in accordance with MoHESR regulations. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in artificial kidney (renal dialysis) technology education, recognized for producing competent, compassionate dialysis professionals who improve the safety, quality, and outcomes of care for kidney patients in Iraq and beyond.

🎯 Our Mission

The Department of Artificial Kidney Techniques at AHU is committed to:

• Delivering high-quality artificial kidney (renal dialysis) education that combines clinical expertise with modern technology.
• Preparing competent, compassionate dialysis professionals committed to patient-centred care.
• Advancing scientific research in dialysis outcomes, patient safety, and kidney care.
• Promoting community kidney-health awareness, prevention, and early detection.
• Fostering partnerships with hospitals and nephrology centres to enhance training and career opportunities.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Innovation

• Offer modern, evidence-based curricula in renal physiology, haemodialysis, and peritoneal dialysis technology.
• Integrate emerging dialysis technologies and infection-control practices into the curriculum.
• Foster clinical reasoning, technical precision, and patient-centred care expertise.

✅ 2. Practical Clinical Training and Skill Development

• Provide extensive hands-on training in hospital dialysis units and nephrology departments.
• Develop simulation-based modules for dialysis machine operation, maintenance, and water-treatment systems.
• Strengthen students' skills in patient monitoring, complication management, and emergency response.

✅ 3. Research and Scientific Advancement

• Promote faculty and student-led research on dialysis outcomes, patient safety, and kidney care.
• Support publication of research findings in peer-reviewed journals.
• Establish research partnerships with hospitals and nephrology centres.

✅ 4. Community Engagement and Public Health Impact

• Organize kidney health awareness campaigns and early-detection screening programmes.
• Offer patient and family education on chronic kidney disease management and prevention.
• Partner with local and international healthcare organizations.

✅ 5. Student Success and Career Development

• Strengthen career services with hospital internships, mentorship programmes, and job placements.
• Provide certification courses in dialysis technology to enhance employability.
• Foster alumni networks to support graduates' career advancement.

✅ 6. Quality Assurance and Global Accreditation

• Ensure compliance with MoHESR standards and pursue international accreditation.
• Align training with international renal-care and patient-safety standards.
• Regularly update the curriculum to reflect advances in nephrology and dialysis practice.

✅ 7. Green Education, Sustainability, and Artificial Intelligence

• Integrate water and energy sustainability of dialysis systems into the curriculum.
• Embed AI-supported monitoring and predictive maintenance of dialysis equipment in training.
• Promote prevention-focused, sustainable kidney-care programmes in the community.

🎓 Programme Learning Outcomes

The learning outcomes of the Artificial Kidney Techniques programme specify the clinical and technical competences of its graduates. The programme is delivered through the Iraqi academic teaching system of MoHESR, with outcomes stated in a measurable, outcome-based form consistent with the Iraq National Qualifications Framework, addressing the growing demand for qualified dialysis professionals in Iraq and supporting kidney-health awareness and early detection within the local community. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Computer Science (DCSC)

📋 Programme Specification

This section presents the formal specification of the Computer Science programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Computer Science after 4 academic years of full-time study, and is delivered through the Bologna Process, with a two-semester structure, 240 ECTS credits, and outcome-based teaching, learning, and assessment. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in computer science education and research, recognized for producing innovative, industry-ready graduates who drive digital transformation and contribute to Iraq's technological advancement and global competitiveness.

🎯 Our Mission

The Department of Computer Science at AHU is committed to:

• Delivering high-quality computer science education that integrates theory with practice.
• Developing skilled, ethical technology professionals through innovative programmes.
• Advancing applied research in computing, artificial intelligence, and digital innovation.
• Contributing to Iraq's digital transformation and building community digital skills.
• Strengthening industry partnerships to enhance internships, training, and employability.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Development

• Modernize computer science programmes to meet evolving technology industry demands.
• Incorporate artificial intelligence, cybersecurity, data science, and software engineering into curricula.
• Regularly review and update course content to align with international computing standards (e.g., ACM/IEEE guidelines) and MoHESR requirements.

✅ 2. Research and Innovation

• Promote interdisciplinary and applied research addressing local and global technology challenges.
• Support faculty and student-led research initiatives in computing, AI, and digital innovation.
• Encourage publication in reputable computer science journals and conferences.

✅ 3. Industry and Community Partnerships

• Strengthen collaboration with local and international technology companies and startups.
• Develop industry-relevant internships and cooperative education programmes.
• Enhance community outreach through digital-skills training and technology consultancy services.

✅ 4. Student Success and Employability

• Expand career services, offering mentoring, coaching, and job placement support.
• Develop workshops, programming competitions, and certification programmes to boost technical skills.
• Foster alumni networks to support career growth and mentorship.

✅ 5. Digital Transformation

• Integrate cutting-edge technologies and modern development tools into learning processes.
• Utilize cloud computing, AI platforms, and data analytics to enhance student performance.
• Offer blended and online learning options to increase accessibility.

✅ 6. Green Education, Sustainability, and Artificial Intelligence

• Strengthen AI, machine learning, and data-science tracks within the curriculum.
• Embed green software engineering and energy-aware computing in teaching and projects.
• Direct capstone projects toward sustainability challenges and SDG-aligned applications.

🎓 Programme Learning Outcomes

The learning outcomes of the Computer Science programme define the computational knowledge, software development skills, and professional attributes of its graduates. Developed in line with the outcome-based approach of the Bologna Process and the Iraq National Qualifications Framework, they support Iraq's digital transformation agenda and the growing technology sector serving Mosul's institutions and businesses. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Architectural Engineering (DARE)

📋 Programme Specification

This section presents the formal specification of the Architectural Engineering programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Architectural Engineering after 5 academic years of full-time study, and is delivered through the Bologna Process, with a two-semester structure, 300 ECTS credits, and outcome-based teaching, learning, and assessment. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in architectural engineering education, recognized for producing creative, technically skilled architects who shape sustainable built environments, preserve Mosul's architectural heritage, and contribute to Iraq's reconstruction and urban renaissance.

🎯 Our Mission

The Department of Architectural Engineering at AHU is committed to:

• Delivering high-quality architectural education that integrates design creativity with engineering rigour.
• Preparing skilled architects committed to sustainability and the preservation of architectural heritage.
• Advancing research in urban regeneration, heritage conservation, and sustainable design.
• Contributing to the reconstruction of Mosul through community engagement and design consultancy.
• Strengthening partnerships with design firms, municipalities, and reconstruction organizations.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Development

• Modernize architectural programmes through design studios, building technology, and urban design courses aligned with international standards.
• Incorporate heritage conservation, sustainable architecture, and green building practices into curricula.
• Regularly review and update course content to align with international architectural education standards and MoHESR guidelines.

✅ 2. Research and Innovation

• Promote applied research in urban regeneration, heritage documentation, and sustainable design.
• Support faculty and student-led research addressing Mosul's reconstruction and Iraq's built-environment challenges.
• Encourage publication in reputable architecture and urban studies journals.

✅ 3. Industry and Community Partnerships

• Strengthen collaboration with design firms, municipalities, and heritage and reconstruction organizations.
• Develop industry-relevant internships and participation in real reconstruction and conservation projects.
• Enhance community outreach through architectural and urban design consultancy services.

✅ 4. Student Success and Employability

• Expand career services, offering mentoring, design competitions, and job placement support.
• Develop workshops and certification programmes in BIM, CAD, and visualization tools to boost professional skills.
• Foster alumni networks to support career growth and mentorship.

✅ 5. Digital Transformation

• Integrate Building Information Modelling (BIM), 3D modelling, and digital fabrication into learning processes.
• Utilize simulation and visualization tools to enhance design quality and student performance.
• Offer blended and online learning options to increase accessibility.

✅ 6. Green Education, Sustainability, and Artificial Intelligence

• Embed green architecture, energy simulation, and sustainable materials in design studios.
• Integrate AI-assisted and generative design tools into the curriculum.
• Champion climate-responsive, heritage-sensitive reconstruction projects for Mosul.

🎓 Programme Learning Outcomes

The learning outcomes of the Architectural Engineering programme define the design, technical, and professional capabilities of its graduates. Formulated according to the outcome-based approach of the Bologna Process and the Iraq National Qualifications Framework, they carry a special responsibility toward the reconstruction of Mosul, the conservation of its historic urban fabric, and the creation of sustainable built environments across Iraq. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Department of Civil Engineering (DCEN)

📋 Programme Specification

This section presents the formal specification of the Civil Engineering programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Civil Engineering after 4 academic years of full-time study, and is delivered through the Bologna Process, with a two-semester structure, 240 ECTS credits, and outcome-based teaching, learning, and assessment. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading academic department in civil engineering education, recognized for producing competent, innovative engineers who deliver safe, resilient, and sustainable infrastructure and drive Iraq's reconstruction and long-term development.

🎯 Our Mission

The Department of Civil Engineering at AHU is committed to:

• Delivering high-quality civil engineering education that integrates theory with practice.
• Preparing competent engineers capable of delivering safe, resilient, and sustainable infrastructure.
• Advancing applied research in construction, materials, and infrastructure resilience.
• Contributing to Iraq's reconstruction through engineering consultancy and community services.
• Strengthening partnerships with the construction industry and government institutions.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Development

• Modernize civil engineering programmes in structural, geotechnical, transportation, and water resources engineering.
• Incorporate sustainability practices, resilient design, and international codes and standards into curricula.
• Regularly review and update course content to align with international engineering standards and MoHESR guidelines.

✅ 2. Research and Innovation

• Promote applied research in sustainable construction materials, infrastructure resilience, and water and environmental engineering.
• Support faculty and student-led research initiatives addressing Iraq's reconstruction and infrastructure challenges.
• Encourage publication in reputable civil engineering journals.

✅ 3. Industry and Community Partnerships

• Strengthen collaboration with construction firms, consulting offices, and government infrastructure projects.
• Develop industry-relevant internships, site training, and cooperative education programmes.
• Enhance community outreach through engineering consultancy and materials-testing services.

✅ 4. Student Success and Employability

• Expand career services, offering mentoring, coaching, and job placement support.
• Develop workshops and certification programmes in engineering software and professional practice.
• Foster alumni networks to support career growth and mentorship.

✅ 5. Digital Transformation

• Integrate CAD, BIM, and structural analysis and simulation tools into engineering learning processes.
• Utilize data analytics and digital surveying technologies to enhance student performance.
• Offer blended and online learning options to increase accessibility.

✅ 6. Green Education, Sustainability, and Artificial Intelligence

• Integrate sustainable materials, green construction, and low-carbon design into the curriculum.
• Embed AI and data-driven analysis tools in engineering courses and projects.
• Direct graduation projects toward resilient, sustainable infrastructure for Mosul and Iraq.

🎓 Programme Learning Outcomes

The learning outcomes of the Civil Engineering programme specify the engineering knowledge, design capability, and professional conduct expected of every graduate. Developed in line with the Bologna Process and the Iraq National Qualifications Framework, they respond directly to the reconstruction of Mosul and to Iraq's national need for safe, resilient, and sustainable infrastructure. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Law Programme (CLAW)

📋 Programme Specification

This section presents the formal specification of the Law programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Laws (LL.B.) after 4 academic years of full-time study, and is delivered through the Iraqi academic teaching system and its course-unit framework, in accordance with MoHESR regulations. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading institution in legal education and research, recognized for producing highly skilled, ethical, and innovative legal professionals committed to promoting justice, human rights, and the rule of law locally and globally.

🎯 Our Mission

The College of Law at AHU is dedicated to:

• Delivering high-quality legal education that integrates theory with practical application.
• Promoting justice and human rights through rigorous academic training and community service.
• Equipping students with critical thinking, advocacy, and problem-solving skills essential for legal practice.
• Advancing legal research to contribute to policy reforms and address contemporary legal challenges.
• Strengthening community partnerships to enhance legal literacy and access to justice.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Development

• Offer modern, industry-relevant curricula that reflect legal trends and reforms.
• Integrate international legal standards into academic programmes.
• Develop legal reasoning, advocacy, and analytical skills through experiential learning.

✅ 2. Practical Legal Training and Skill Development

• Provide hands-on experience through moot court competitions and legal clinics.
• Enhance students' courtroom and litigation skills with mock trials and legal debates.
• Offer internships with law firms, NGOs, and government institutions.

✅ 3. Research and Legal Scholarship

• Promote faculty and student-led research in areas such as human rights, legislative reforms, and public policy.
• Support publication of research findings in legal journals.
• Establish research partnerships with national and international legal institutions.

✅ 4. Community Engagement and Legal Services

• Offer free legal consultations to underserved communities.
• Organize public legal awareness campaigns on key issues such as human rights and access to justice.
• Foster collaborations with local and international legal organizations.

✅ 5. Student Success and Career Readiness

• Expand career services with legal internships, mentorship programmes, and job placements.
• Offer skills workshops on legal writing, contract drafting, and litigation strategies.
• Enhance alumni networks to provide career support and professional connections.

✅ 6. Quality Assurance and Global Accreditation

• Ensure compliance with MoHESR standards and pursue international accreditation.
• Adopt quality assurance frameworks for continuous programme improvement.
• Regularly update the curriculum based on legal industry trends.

✅ 7. Green Education, Sustainability, and Artificial Intelligence

• Introduce environmental law, climate governance, and sustainability regulation into the curriculum.
• Embed responsible AI-assisted legal research tools in teaching and clinics.
• Promote legal awareness of environmental rights and the SDGs in the community.

🎓 Programme Learning Outcomes

The learning outcomes of the Law programme define the legal knowledge, analytical skills, and professional ethics of its graduates. The programme is delivered through the Iraqi academic teaching system of MoHESR, with outcomes stated in a measurable, outcome-based form consistent with the Iraq National Qualifications Framework, preparing jurists who serve justice, human rights, and the rule of law in Mosul and across Iraq. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Dentistry Programme (CDNT)

📋 Programme Specification

This section presents the formal specification of the Dentistry programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Dental Surgery (B.D.S.) after 5 academic years of full-time study, and is delivered through the Iraqi academic teaching system and its course-unit framework, in accordance with MoHESR regulations. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading institution in dental education, clinical practice, and research, recognized for excellence in Iraq and beyond. We strive to enhance oral healthcare standards by producing highly skilled dental professionals equipped with cutting-edge expertise and ethical values.

🎯 Our Mission

The College of Dentistry at AHU is committed to:

• Preparing competent and compassionate dentists through high-quality academic and clinical programmes.
• Advancing research in oral health sciences to contribute to the development of evidence-based dentistry.
• Promoting community engagement by addressing the oral health needs of underserved populations.
• Fostering lifelong learning, innovation, and ethical professionalism.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Advancement

• Offer up-to-date curricula aligned with global dental education standards.
• Integrate innovative teaching methods and digital technologies into the learning process.
• Provide practical, hands-on clinical training in real-world dental environments.

✅ 2. Research and Innovation in Oral Healthcare

• Promote scientific research in emerging dental technologies and treatments.
• Support faculty and student-led research projects.
• Collaborate with national and international research institutions.

✅ 3. Student Success and Career Readiness

• Enhance clinical rotations and internships in hospitals and dental clinics.
• Provide career guidance and mentorship to prepare students for professional practice.
• Foster industry partnerships to create job placement and internship opportunities.

✅ 4. Community Engagement and Impact

• Organize dental health awareness campaigns and outreach programmes.
• Deliver free dental services to underserved communities.
• Collaborate with healthcare organizations to improve public oral healthcare.

✅ 5. Commitment to Quality and Accreditation

• Maintain compliance with MoHESR standards and pursue international accreditation.
• Ensure continuous quality improvement in teaching, facilities, and clinical training.

✅ 6. Green Education, Sustainability, and Artificial Intelligence

• Integrate green dentistry and sustainable clinic management into the curriculum.
• Embed AI-assisted diagnostics and digital dentistry technologies in training.
• Promote sustainable, prevention-focused oral-health programmes in the community.

🎓 Programme Learning Outcomes

The learning outcomes of the Dentistry programme define the clinical knowledge, procedural skills, and professional values expected of every graduate. The programme follows the Iraqi academic teaching system of MoHESR, with outcomes formulated in a measurable, outcome-based manner consistent with the Iraq National Qualifications Framework, addressing the oral-health needs and prevalent dental conditions of the community of Mosul and Iraq. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Pharmacy Programme (CPHM)

📋 Programme Specification

This section presents the formal specification of the Pharmacy programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Pharmacy (B.Pharm.) after 5 academic years of full-time study, and is delivered through the Iraqi academic teaching system and its course-unit framework, in accordance with MoHESR regulations. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading institution in pharmaceutical education, clinical practice, and scientific research, recognized locally and globally for producing competent professionals, advancing pharmaceutical sciences, and improving healthcare outcomes.

🎯 Our Mission

The College of Pharmacy at AHU is dedicated to:

• Delivering academic excellence through contemporary curricula and innovative teaching methods.
• Empowering students with practical skills and scientific expertise to excel in the pharmaceutical industry and healthcare sector.
• Promoting pharmaceutical research that addresses healthcare challenges and drives innovation.
• Strengthening community engagement through public health initiatives and pharmaceutical services.
• Developing ethical, skilled, and innovative pharmacy professionals committed to lifelong learning and patient care.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Innovation

• Offer modern, market-driven curricula that integrate emerging pharmaceutical trends and technologies.
• Ensure students develop proficiency in clinical skills, patient care, and drug safety.
• Regularly update programmes to align with international accreditation standards.

✅ 2. Research and Scientific Innovation

• Promote cutting-edge pharmaceutical research in drug discovery, clinical pharmacy, and biotechnology.
• Establish collaborations with industry and healthcare institutions to enhance research impact.
• Encourage faculty and student-led research projects to contribute to the scientific community.

✅ 3. Industry Partnerships and Career Readiness

• Strengthen connections with pharmaceutical companies, hospitals, and regulatory agencies.
• Provide students with internships, clinical placements, and industry exposure.
• Offer career counseling and mentorship to enhance employability.

✅ 4. Community Engagement and Healthcare Impact

• Organize public health awareness campaigns and offer free medication counseling.
• Provide pharmaceutical services and consultations to underserved communities.
• Foster student participation in outreach programmes to improve community health literacy.

✅ 5. Quality Assurance and Global Accreditation

• Ensure compliance with MoHESR standards and pursue international accreditation.
• Continuously improve teaching methodologies, facilities, and academic performance.
• Adopt quality assurance frameworks to maintain educational excellence.

✅ 6. Green Education, Sustainability, and Artificial Intelligence

• Integrate green chemistry, eco-pharmacovigilance, and safe medication disposal into the curriculum.
• Embed AI applications in pharmaceutical sciences and clinical pharmacy training.
• Promote sustainable medication-use awareness campaigns in the community.

🎓 Programme Learning Outcomes

The learning outcomes of the Pharmacy programme specify the pharmaceutical knowledge, patient-care skills, and professional standards of its graduates. Delivered through the Iraqi academic teaching system of MoHESR, the programme states its outcomes in a measurable, outcome-based form aligned with the Iraq National Qualifications Framework, promoting the safe and rational use of medicines within the community of Mosul and Iraq. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Nursing Programme (CNUR)

📋 Programme Specification

This section presents the formal specification of the Nursing programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Nursing after 4 academic years of full-time study, and is delivered through the Bologna Process, with a two-semester structure, 240 ECTS credits, and outcome-based teaching, learning, and assessment. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading institution in nursing education, clinical practice, and healthcare innovation, recognized for producing highly skilled, compassionate, and research-driven nurses who enhance health outcomes locally, nationally, and globally.

🎯 Our Mission

The College of Nursing at AHU is committed to:

• Delivering high-quality nursing education that integrates clinical expertise with scientific research.
• Preparing competent, ethical, and compassionate nursing professionals who prioritize patient-centered care.
• Advancing nursing knowledge through innovative research and evidence-based practice.
• Promoting community health initiatives by addressing public health needs through outreach programmes.
• Strengthening partnerships with healthcare institutions to enhance student training and career opportunities.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Curriculum Innovation

• Develop modern, competency-based nursing curricula aligned with global standards.
• Integrate evidence-based practices and digital healthcare technologies into coursework.
• Foster critical thinking and clinical reasoning skills through practical simulations.

✅ 2. Clinical Training and Practical Experience

• Provide hands-on clinical experiences in hospitals, clinics, and community health centres.
• Expand clinical partnerships to enhance real-world learning opportunities.
• Ensure students gain expertise in diverse healthcare settings.

✅ 3. Research and Scientific Advancement

• Promote faculty and student-led research on public health, patient safety, and healthcare policies.
• Encourage participation in local and international nursing conferences.
• Support publication of scientific papers in reputable journals.

✅ 4. Community Engagement and Healthcare Impact

• Organize health awareness campaigns and free medical consultations.
• Implement outreach programmes focusing on preventive care and health promotion.
• Collaborate with public health agencies to address local healthcare challenges.

✅ 5. Career Development and Employability

• Strengthen career services to help graduates transition into healthcare roles.
• Provide internships and mentorship programmes with leading healthcare organizations.
• Enhance alumni relations to create networking and job placement opportunities.

✅ 6. Quality Assurance and Accreditation

• Ensure compliance with MoHESR standards and pursue international accreditation.
• Adopt quality assurance frameworks for continuous programme improvement.
• Implement regular curriculum assessments based on healthcare trends.

✅ 7. Green Education, Sustainability, and Artificial Intelligence

• Integrate green healthcare, climate-health, and sustainable resource use into the curriculum.
• Embed AI-supported monitoring and digital health tools in clinical training.
• Promote environmentally responsible practice and SDG-aligned community health programmes.

🎓 Programme Learning Outcomes

The learning outcomes of the Nursing programme define the clinical competences, critical thinking, and compassionate professionalism expected of every graduate. Formulated according to the outcome-based approach of the Bologna Process and the Iraq National Qualifications Framework, they respond to the priority healthcare needs of Mosul and Nineveh Governorate and to Iraq's national demand for qualified nursing professionals. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)

✔ indicates that the descriptor is achieved by the programme; the evidence line names the module types that demonstrate it.

Third: Distribution of Learning Outcomes by Dimension

Fourth: Mapping Matrix (Programme Learning Outcomes against NQF Descriptors)

✔ indicates that the learning outcome achieves the descriptor.

Physical Education and Sports Sciences Programme (CPES)

📋 Programme Specification

This section presents the formal specification of the Physical Education and Sports Sciences programme as offered by Al-Hadba University under the supervision of the Ministry of Higher Education and Scientific Research (MoHESR). The programme leads to the award of Bachelor of Science (B.Sc.) in Physical Education and Sports Sciences after 4 academic years of full-time study, and is delivered through the Bologna Process, with a two-semester structure, 240 ECTS credits, and outcome-based teaching, learning, and assessment. The table below summarizes the key facts that define the programme's identity, structure, and regulatory context, and serves as the reference point for curriculum design, quality assurance, and accreditation review.

🌍 Our Vision

To be a leading institution in physical education and sports sciences, recognized for academic excellence, research impact, and community engagement, producing graduates who promote health, wellness, and sports excellence locally, regionally, and globally.

🎯 Our Mission

The College of Physical Education and Sports Sciences at AHU is committed to:

• Delivering high-quality education that integrates scientific knowledge and practical skills in sports sciences and physical education.
• Preparing competent professionals capable of improving physical performance, promoting healthy lifestyles, and enhancing sports training.
• Driving research and innovation to advance human movement science, sports performance, and fitness practices.
• Contributing to community health and wellness through outreach programmes, public health initiatives, and partnerships with sports organizations.
• Fostering leadership and ethical values in sports coaching, management, and physical education.

🚀 Strategic Objectives

✅ 1. Academic Excellence and Programme Development

• Offer industry-aligned curricula focused on physical education, coaching, and sports sciences.
• Introduce new specialized programmes and certifications in sports management, fitness, and rehabilitation.
• Enhance digital learning platforms to support blended and online education.

✅ 2. Practical Training and Skill Development

• Provide hands-on experience in sports coaching, fitness training, and performance analysis.
• Offer internship opportunities with sports clubs, schools, and fitness centres.
• Train students in modern coaching techniques, sports analytics, and fitness assessment.

✅ 3. Research and Scientific Advancement

• Promote faculty and student-led research in sports sciences, injury prevention, and human performance.
• Establish research centres for sports technology and rehabilitation.
• Encourage publications in international sports journals and participation in conferences.

✅ 4. Industry Partnerships and Community Engagement

• Build strong collaborations with sports organizations, health institutions, and fitness centres.
• Offer community sports programmes to promote health and physical activity.
• Develop joint initiatives with professional sports teams and federations.

✅ 5. Student Success and Career Development

• Provide career counseling and mentorship to prepare students for diverse career pathways.
• Offer networking opportunities through alumni events and industry connections.
• Equip students with certifications in coaching, personal training, and sports rehabilitation.

✅ 6. Quality Assurance and Global Recognition

• Align programmes with MoHESR and international sports education standards.
• Pursue institutional and programmatic accreditation.
• Implement continuous quality improvement processes in teaching and research.

✅ 7. Green Education, Sustainability, and Artificial Intelligence

• Integrate sustainable sport management and green facility practices into the curriculum.
• Embed AI-based performance analysis and sports-technology tools in training.
• Promote eco-friendly community sports events and active, healthy lifestyles.

🎓 Programme Learning Outcomes

The learning outcomes of the Physical Education and Sports Sciences programme define the scientific knowledge, coaching skills, and leadership qualities of its graduates. Developed in line with the outcome-based approach of the Bologna Process and the Iraq National Qualifications Framework, they promote healthy, active lifestyles and the revival of community and competitive sport in Mosul and Nineveh. They are structured according to the MoHESR National Guide to Writing Learning Outcomes in Iraqi Universities (2026): ten outcomes distributed over the three dimensions of the Iraq National Qualifications Framework — Knowledge (K1–K3), Skills (S1–S4), and Competencies (C1–C3) — each written as a measurable verb, learning content, and application context.

Upon successful completion of the programme, the graduate will be able to:

First: Programme Learning Outcomes (PLOs)

Second: Alignment of the Programme Outcomes with the Dimensions of the Iraq National Qualifications Framework (Level 6 – Bachelor)