In our youth, we used to frequent a local public club, and every day at 8 p.m., a game called “Dunbala” would begin. We would hold certain papers with empty circles on them, and we were required to mark an (X) in specific circles. Meanwhile, the organizer of the game would manage a central basket containing numbered balls, which were placed in a wooden box showing the same sheet as the one in our hands. Victory was achieved when our distribution of marks matched the sequence drawn by the organizer, at which point the winner would shout “Dunbala!” and go to claim the prize set by the club owner. How similar today’s situation is to that of yesterday, when students are asked to answer questions by choosing one of four options. In our view, this method is rather simplistic and does not truly reflect the knowledge a student has gained from studying the subject. Previously, when I worked at an Arab university, this method—then called “multiple choice”—was in its early stages. I demonstrated that such exam methods are not suitable for students of administrative sciences. On one occasion, I called an illiterate employee who was sweeping the outdoor corridor, gave him a pen, and asked him to mark one of the four circles, promising him a reward. He did the task, and when the answers were processed through the answer-checking machine, the result was 55%. This outcome does not mean that the illiterate person understood the principles and foundations of business administration; rather, it was a stroke of luck governed purely by probability. Is this exam method truly the optimal solution for higher education in Iraq, particularly in the fields of administrative sciences? I do not believe so. When I compare it to the system in the 1970s, the academic system was annual in Iraq, and students were required to spend five years in the college. Classes began on Saturday and ended on Thursday at 2:00 PM. At that time, we lived in the central university library and the college library, and we were extremely happy when we were granted the opportunity to borrow foreign books in the field of administrative sciences. Dear Deans of Administrative Colleges, this is how education should be—not through the “Bubble Sheet” method. The proper approach is through books and solving questions directly on the exam paper. Although this may be more demanding for instructors, this is how nations truly develop. I personally witnessed this when I was selected, along with other academic elites, from the Department of Business Administration / College of Administration and Economics at the University of Kufa in 2011 to visit Kentucky University in the United States, particularly the Gatton College of Business and Economics, for a month and a half. The purpose of our visit was to observe and familiarize ourselves with training and exam methods. I chose the course Operations Management and joined Professor T. Blear. I entered a classroom with approximately 60 students, each with a stack of papers, a computer, pens, and other materials. I sat in a corner, and amusingly, no one paid me any attention despite my unconventional appearance. When the professor said, “Say hello to our guest”, they quickly said “Hello” and went back to studying Heizer’s Operations Management book. We spent an hour and a half, and I realized that the world of production and operations management is fully engaged here. The lecture was interactive, and each student completed more than two chapters that day. I also attended one of their exams, and it was astonishing: everyone worked as if they had been given full freedom to express the knowledge and understanding within them. No one looked up from their books during the entire period, while the professor focused on his device. When time was up, the professor signaled to stop, and the students calmly submitted their papers with smiles on their faces. When Professor Blear asked me to review the exam papers, I found them full of knowledge, precision, and clarity in both calculations and explanations. Today, I remembered this when a group of students approached us advocating for the Bubble Sheet method, claiming it is convenient and takes only minutes to answer. But can such a method truly build the foundation for our Ministry of Higher Education, and produce a generation of planners for the next ten years? The answer is obvious, esteemed colleagues and professors. Perhaps this method may be suitable in some purely scientific colleges, or in medical-related fields, as it serves mainly to: Manage the vast volume of scientific material. Be used in what is known as educational exams, where material is essentially delivered to the student even during the exam period. May God assist our universities, and I pray that He guides our students to follow the correct path and avoid the ease that leads to neglecting scientific knowledge. Al-Mustaqbal University ranks first among private universities