In this study, we adopted an exploratory qualitative research design using semistructured interviews. A qualitative approach enabled the understanding of the perceptions of students who had used both the 5-day week and were not exposed to the 4-day week. We adhered to the COREQ (Consolidated Criteria for Reporting Qualitative Studies) guidelines for reporting this qualitative research [15].

All students enrolled in the medical and health sciences colleges at the University of Sharjah, United Arab Emirates, were invited to participate in the study through advertisements posted on university notice boards, emails, and word of mouth. The participants included students who had experienced the transition from a 5-day week to a 4-day week, with the study taking place during the Fall semester of 2023. These students had been exposed to 3 semesters since the introduction of the 4-day work week. Students were selected based on their willingness and availability to participate. Purposive sampling was used to ensure representation from the 4 different colleges on the medical campus, including medicine, dental medicine, pharmacy, and health sciences. Recruitment of participants continued until data saturation was reached. The interviews were conducted in one of the classrooms on the medical campus, free from noise and distractions.

An electronic search of PubMed, Scopus, and Google Scholar was conducted to inform the development of interview questions. We used the following search terms: (“student” OR “learner” OR “pupil” OR “scholar”) AND (“perception” OR “attitude” OR “view” OR “opinion”) AND (“transition” OR “change” OR “shift” OR “move”) AND (“four-day” OR “4-day” OR “four day”) AND (“five-day” OR “5-day” OR “five day” OR “traditional”) AND (“academic week” OR “school week” OR “educational week” OR “work week”). We could not find qualitative studies on university students’ perceptions of transitioning from a 4-day to a 5-day academic week. Only one survey published in 2024 has reported the impact of a 4-day week on academic performance and study–life balance of university students studying dental medicine [13]. To inform the development of the interview guide, we reviewed existing literature on the transitions in education, school and university students, and alternative workweek models in other sectors [6,13,16-19]. Although some studies were based on survey designs rather than qualitative studies, they provided relevant prompts, clues, and contextual insights that shaped the structure and content of our questions tailored to answer our aims of the study.

Our interview questions and probes were explicitly designed to align with the study’s specific research aims, allowing a focused exploration of participants’ perspectives that are consistent with our objectives. Two independent external content experts with qualitative research experience—one a physiotherapy academic from India and the other a nursing academic from the United Arab Emirates, both not involved in the study—reviewed the interview guide and suggested minor amendments. The interview guide was piloted during mock interviews prior to data collection to ensure clarity. The final interview questions are presented in Textbox 1.

This qualitative research relied on collecting data directly from students using an exploratory approach, which enabled an in-depth understanding of their perception of the 4-day work week and its impact on their academic performance [20]. Semistructured interviews are a well-established method in qualitative research. Each interview lasted between 20 and 30 minutes. The interviews were recorded after obtaining written informed consent from all participants. Two female team members (RMQ and RJS) who are graduate research assistants with master’s degrees of science in physiotherapy received training in qualitative interview techniques from an expert researcher in the research team (JMD) who was experienced in conducting qualitative interviews. The first 4 interviews were conducted in the presence of JMD, after which RMQ and RJS conducted the remaining interviews independently. They wrote field notes to facilitate data analysis. They recorded all interviews and transcribed them verbatim in English. Throughout the interviews, participants were encouraged to ask questions or express doubts to ensure clarity and reduce ambiguity. The research team members were always available to answer any questions from students and provide clarifications where required. All transcripts were sent back to the students to ensure accuracy of the data captured and to ensure member checking. A range of viewpoints was captured, and data saturation was achieved.

Thematic analysis was used to analyze the data. The interviews were transcribed verbatim by two members of our team (RMQ and RJS). The 6 phases of thematic analysis as defined by Braun and Clarke were followed [21] : (1) familiarizing oneself with the data, (2) generating codes, (3) constructing themes, (4) reviewing potential themes, (5) defining and naming themes, and (6) producing the report. Two investigators (AA and JMD) initially read the transcripts to generate codes and to document where and how patterns occurred. They performed data reduction, and they collapsed data into labels to create categories to facilitate efficient analysis. Six team members (AA, JMS, RMQ, RJS, SN, and SR) were involved in an iterative and analytical process to develop themes from the initial codes. We identified patterns (differences and similarities) in the data by repeatedly reading the transcripts and memos. The use of memos throughout the data analysis promoted reflexivity, precluded a priori biases, and ensured the credibility of our analysis and associated findings. Themes were revised through constant comparison across transcripts, and an audit log was maintained to document data-driven decisions and ensure transparency. All team members reviewed the data to ensure consistency and coherence between the raw data, the generated codes, and the resulting themes. Representative quotations were used to support the themes, ensuring transparency, and justification of interpretations in the data.

Our research team included members from diverse disciplinary backgrounds, including physiotherapy, nursing, medicine, dental medicine, pharmacy, public health, medical education, and qualitative research. Moreover, the team’s experience levels ranged from research assistants and lecturers to senior academics and professors. Our multidisciplinary approach with variations in roles and expertise allowed for a rich interpretation of the data while promoting reflexivity throughout the study. All investigators acknowledged and discussed their own professional perspectives, assumptions, and potential biases prior to data collection and during the thematic analysis process.

To enhance reflexivity, memos were used throughout data analysis to document emerging thoughts, evolving decisions, and reflections. Regular team meetings were held to critically examine how our positionalities and prior experiences might influence coding and theme development. Two research assistants not involved in teaching responsibilities conducted the interviews to mitigate the influence of faculty on students and social desirability bias. We involved two external content experts in reviewing the interview guide, further improving the objectivity of our semistructured interview guide.

The study was performed in line with the principles of the Declaration of Helsinki. Ethical approval was granted by the University of Sharjah Ethics Committee (reference number: REC‐23‐06‐13‐01‐F). Informed consent was obtained from all the participants who were assured of the anonymity of their responses and that their participation in this research would not affect their course grades. Each participant was assigned a random, alphanumeric code to ensure confidentiality. Interview content was analyzed by the research team, and data were securely stored with the primary investigator (AA) on a password-protected computer. The data will be retained for 5 years, after which it will be destroyed.

In total, there were 24 participants with equal male and female representation in the health professions. All 4 colleges at the medical campus of our university were represented, including medicine, dentistry, pharmacy, and health sciences. The demographics of the study participants are listed in Table 1.

The findings from this study offer a wealth of valuable data. Students’ perspectives were grouped into 5 main themes. Each theme was further divided into one or more subthemes. Figure 1 and Multimedia Appendix 1 summarize the themes and subthemes derived from the students’ responses.

This study revealed that the shift to a 4-day academic week from a 5-day week had a significant impact on various aspects of our students’ academic and personal lives. We found that the 4-day academic week had a positive impact on most of our student participants, enhancing their motivation, engagement, academic work-life balance, and physical and mental well-being. Some students received positive support from faculty and family. However, a few students encountered increased stress and struggled to balance academic and personal commitments with this model.

Most participants reported increased motivation, focus, and engagement in both lectures and laboratory sessions, which positively impacted their academic performance. These findings align with the study by Gaballah et al [13] where most students acknowledged improvements in academic performance with the 4-day academic week, although one-third did not report such benefits.

The shift to a 4-day academic week improved students’ academic work-life balance, allowing them to allocate more time to rest, personal commitments (with family and friends), and extracurricular activities. The extra day off provided an opportunity for reflection and relaxation, which contributed to better mental health and well-being. These findings agree with Gaballah et al [13], who reported that around 90% (257 out of 284) of their dental student participants reported stress relief and spending quality time with friends or families, in addition to having extra time for studies and exam preparation because of the long (3-day) weekend [13]. Dormitory students particularly appreciated the reduced need to travel frequently (considering an extra day off), which decreased physical exhaustion. Many participants emphasized that they could now distribute their academic workload more evenly, avoiding burnout, which is supported by the theory of self-regulated learning, which focuses on students’ ability to manage their own learning processes [22]. The improved balance between academic and personal responsibilities not only boosts productivity but also helps students maintain a healthier lifestyle [23]. However, managing this balance required effective time management and self-care to avoid procrastination during the longer weekends, as some students feel that a 4-day academic week has led to academic overload [24-26]. Academic overload may be regarded as students’ feelings of being overwhelmed by their academic requirements or responsibilities while pursuing a degree at university.

While the students enjoyed a 4-day academic week with the exemption of commuting time on an extra day, the long workday and compact schedule took its toll on some students. Entry-level students in higher education have been reported to experience difficulties in managing the academic workload at university [27]. Chambel et al [28] found that students’ inability to manage academic workload had a negative impact on academic adjustment to university and academic performance. Some students were happy with the support received from faculty and family, which would have played a pivotal role in helping students adapt to the 4-day academic week. Indeed, some faculty members were flexible in accommodating students’ needs, offering extra lab time or adjusting deadlines to help them balance their academic and personal responsibilities. The findings show that faculty members played a key role in providing cognitive flexibility by helping students adjust to the new schedule and commitments while maintaining the professorial standards [29]. However, one-third of the dental students, from the previous survey conducted at our institution, reported limited time to meet their professors and advisors, while the rest expressed satisfaction with the support provided by faculty [13].

Many students appreciated the flexibility offered, such as optional assignments and extended lab hours. These arrangements could be beneficial for students who had other professional obligations to improve their academic achievement [30,31]. Emotional support from family also encouraged students to stay focused and motivated. With this support system in place, students felt more confident in managing the demands of their studies. The combined support from faculty, family, and friends might have alleviated much of the stress associated with the compressed schedule, helping students navigate challenges more effectively.

Despite some students receiving favorable support, a few participants reported a lack of adequate support from faculty to facilitate their transition to this new framework. Universities using a 4-day academic week model need to improve manual (eg, student advisors, counselors) and digital support systems (through a dedicated service desk), amongst others, to help mitigate or alleviate the stressors and enhance the academic performance of students adjusting to this transition from a 5-day week.

For most students, attendance levels remained unchanged after the shift to a 4-day academic week, indicating that the change did not negatively affect class participation. All faculty members use an online attendance tracking system at our institution, which issues automatic warnings when students reach 10%, 15%, and 20% absence thresholds. Those exceeding the 20% absence limit are prohibited from attending exams, ensuring consistent attendance and academic engagement. However, a minority of students reported improved attendance, attributing this to increased motivation and better preparation. The extra day off might allow students to rest and recharge, which would have made them more consistent in attending classes [32]. This improvement in attendance also reflects a stronger commitment to academic schedules and responsibilities [33]. However, for those whose attendance remained the same, the extra day was more of a personal benefit than an academic one.

While the 4-day academic week offered clear benefits, many students found the condensed schedule challenging, especially in the clinical rotations, which is in line with the findings of the earlier study [34]. The longer days, with back-to-back lectures and lab sessions, left little time for breaks or reflection. This intensified workload increased stress and fatigue, making it harder for students to stay focused during classes. The compressed schedule might pose challenges to faculty in covering all the materials included in their course syllabi, and some students pointed out their reliance on self-study in this regard.

A few participants felt a lack of extra support from faculty to adjust to this transition to the 4-day academic week. Despite these difficulties, many students accepted the trade-off, valuing the extended weekend for relaxation and personal commitments. The challenge lay in balancing the intensified academic schedule with the need for rest and fulfilling other (personal) commitments [35]. The mixed findings of our study provide a nuanced understanding of the 4-day academic week’s benefits and drawbacks, particularly in the context of higher education in health care in Sharjah, United Arab Emirates.

Academic overload could lead to lower academic adjustment among university students. This means that those students who feel overwhelmed by their daily academic requirements and responsibilities will have lower academic adjustment. This result is in accordance with previous research by Bitzer et al [27]. Although we did not have access to the grades, this may be a plausible explanation. Students who feel confident about their skills, who are confident about their academic and learning capabilities, and who have a positive attitude or perception toward their abilities will perform better academically and adapt to the academic demands of the university. Moreover, a previous study indicated a positive relationship between self-efficacy and academic adjustment [36].

The more time students allocate toward studying, the higher their level of self-efficacy and the better their academic adjustment. In general, the 3-day extended weekend appeared to be conducive to learning.

A variety of students from the different colleges within the medical campus has resulted in rich data, and they provided interesting perspectives on the impact of the 4-day academic week on academic performance across the different colleges. In addition, the study followed a robust protocol to reduce bias and enhance credibility of the findings and adhered to the COREQ guidelines (Consolidated criteria for Reporting Qualitative research) checklist to improve transparency in reporting.

A limitation of the study is that we had included medicine, dentistry, and health science students only from the University of Sharjah, which may not be generalizable to students studying different programs (eg, engineering, law, arts, and science) and other universities and in the other emirates within the United Arab Emirates. However, at present, the Emirate of Sharjah is the only emirate that has implemented the 4-day academic week for universities.

The findings clearly illustrate the nature in which the transition to the 4-day week in the United Arab Emirates has occurred, along with the positives and negative side. The themes and trends identified in this work will inform and guide current and future research studies, thereby broadening the scope of our work. Future studies are needed to test whether the identified themes are common in the emirate of Sharjah and beyond.

Given the mixed results, a need for a study skills program to accompany the transition to the 4-day work week is required to mitigate the issues encountered by some students. This would include prioritizing and scheduling academic activities by creating a weekly schedule that allocates dedicated time to both academic and personal activities, along with prioritizing tasks and setting realistic goals for every identified task. Students need to manage time efficiently by breaking tasks into smaller, manageable segments and using tools like time-blocking and to-do lists. These strategies can help students stay organized and in control of both academic and personal lives. Students would need to clearly define boundaries between academic and personal life, which is an area of life skills for the future. Moreover, students can practice self-care for themselves, like meditation, exercise, and hobbies that rejuvenate them mentally and physically. Students should be able to seek help from the faculty and family whenever required to accommodate and balance their expectations and needs in the best way possible. Students need to reflect and adjust as necessary, as their academic demands and priorities may change over time.

This study offers recommendations, including that the 4-day academic week, while working in the favor of most university students, needs to have a supportive mechanism. One such support system is an effective advisory system so that students (advisees) can seek help with study skills and time management from their faculty advisors or mentors to mitigate the drawbacks of the extended hours during the 4-day academic week. Our university already has such an advising system (with each student assigned to a faculty advisor), a disability resource center, and counselors in place to support all students, including but not limited to those at risk of academic probation because of their poor performance in studies, to thrive with the current framework. Moreover, our university has introduced peer tutoring activities and is planning peer advising initiatives to further facilitate this transition from a 5-day to a 4-day academic week in the emirate of Sharjah, United Arab Emirates. Further studies involving students from diverse academic disciplines (eg, engineering, arts, literature, science, and law) and from other universities in the United Arab Emirates that have adopted the 4-day academic week are required to generate wider insights and provide implications for policy.

Overall, students studying medicine, dentistry, and health sciences programs perceived that the 4-day academic week had a positive impact by enhancing their motivation, engagement, class attendance, and work-life balance, along with the support of faculty and family. However, a few students encountered increased stress and struggled to balance academic and personal commitments with this model. Universities using a 4-day week model need to improve manual (eg, student advisors and counselors) and digital support systems (through a dedicated service desk), amongst others, to help mitigate or alleviate the stressors and enhance the academic performance of students adjusting to this transition from a 5-day week to a 4-day week.