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This study aims to explore the instructional leadership practices implemented by academic professionals and leaders to enhance the curriculum of Islamic economics and finance (IEF) in two public universities in Saudi Arabia.

This study used a qualitative approach, using a case study methodology that focused on two meticulously chosen universities in Saudi Arabia. A total of 21 academics from two public universities in Saudi Arabia who worked in IEF schools were selected for semi-structured interviews.

The findings showed that two universities in Saudi Arabia that offer degrees in IEF exhibited limited instructional leadership. The findings indicate four apparent barriers that may explain the lack of involvement in instructional leadership and fair practices in the IEF curriculum at Saudi Arabian universities. According to this study, a positive collegial climate in Saudi universities’ IEF promotes shared instructional leadership.

The use of a limited qualitative method and small sample of respondents in this study may not provide enough evidence to generalise the findings to all universities and higher education schools in Saudi Arabia. Although a case study was used to describe IEF curriculum management and implementation at the two universities, caution should be exercised when applying these findings to other institutions.

IEF schools in Saudi universities need to leverage their positive, collaborative and relationship-building environments to develop activities that promote shared instructional leadership.

The research findings can offer valuable insights and examples for school leaders to develop instructional activities and promote the concept of “shared instructional leadership”. This approach involves delegating responsibilities and actions to others to enhance the IEF curriculum’s quality. Policymakers and university officials can use these findings to enhance strategic policies.

This study aims to test a public–private partnership (PPP) success model by examining the direct effects of two input factors (facilitative leadership and communication quality) on an outcome factor, namely, PPP success (PPP project success and PPP relational success), as well as the mediating effect of trust as a process factor on these relationships.

The present research uses the sociotechnical systems theory as the guiding framework. This is a quantitative study that uses a questionnaire survey and purposive sampling. The respondents comprise 266 public and private sector employees who have been involved in various PPP projects. The data gathered from the survey are analysed using SPSS and structural equation modelling (AMOS version 23.0).

The findings of this study indicate that facilitative leadership, communication quality and trust are positively correlated with PPP success, that is, PPP relational and PPP project success. Trust is found to mediate the relationship between facilitative leadership and communication quality with PPP success.

This paper upholds the importance of facilitative leadership, communication quality and trust in a PPP setting.

This study enriches the knowledge of PPP projects regarding facilitative leadership, communication quality and trust. It also discusses the vital role of these variables in ensuring PPP success.