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‘I can’t feel like an academic’: gender inequality in Saudi Arabia’s Higher Education system
This empirical study explores the issues surrounding gender inequality and the career development of academic women in Saudi Arabia’s Higher Education (HE) system. The medium of narrative inquiries was employed, with a particular focus on female academics’ lived experience of gender inequality and career development. The study is influenced by a range of feminist attitudes and beliefs aiming to redress inequalities and enhance the profile of women. The methodology adopted in the study contributes to a deeper understanding of the challenges and barriers facing academic women in HE. The thematic analysis of participants’ narratives shows that the most significant factors restricting women’s academic freedom are gender segregation; social hierarchies; exclusion and marginalisation; and other structural and attitudinal barriers to undertaking research. The study demonstrated that family-related variables are central to research productivity gender gaps and are associated with structural and systemic discriminatory practices within academia in Saudi Arabia (SA). This paper concludes that although considerable progress has been made in terms of female participation, Saudi HE continues to offer ample career-advancing opportunities to men while restricting women’s prospects, as substantiated by the participants’ narratives. The research provides fresh insights into the issues experienced by Saudi women academics and identifies key areas that need to be addressed to promote gender equality in Saudi HE.
Journal Article
Integration of simulation in postgraduate studies in Saudi Arabia: The current practice in anesthesia training program
The educational programs in the Saudi Commission for Health Specialties are developing rapidly in the fields of technical development. Such development is witnessed, particularly in the scientific areas related to what is commonly known as evidence-based medicine. This review highlights the critical need and importance of integrating simulation into anesthesia training and assessment. Furthermore, it describes the current utilization of simulation in anesthesia and critical care assessment process.
Journal Article
Higher education in Saudi Arabia : achievements, challenges and opportunities
This book provides the first academically rigorous description and critical analysis of the Higher Education system in the Kingdom of Saudi Arabia, and of the vision, strategies and policy imperatives for the future development of Saudi universities. The government of Saudi Arabia has recognized in both policy and practice the necessity of developing its university system to world-class standard. Significantly increasing access and participation in Higher Education across a range of traditional and non-traditional disciplines is directly relevant to the future social and economic growth of the country. This book addresses the way in which Saudi Arabia is moving to develop a quality university system that balances the need for students to gain the knowledge, skills and 'ways of doing' necessary to operate effectively on the world stage while simultaneously maintaining and demonstrating the fundamental values of the Islamic religion and culture. The book provides a description and critical analysis of the key components of the Saudi Higher Education system, and of system-level responses to the challenges and opportunities facing Saudi universities. It is written by a team of Saudi academics and authors of international standing from non-Saudi universities so as to provide both internal and external perspectives on all issues and to place information and ideas in the context of the international Higher Education scene.
Book
The Impact of Digital Teaching Technologies (DTTs) in Saudi and Egyptian Universities on Institutional Sustainability: The Mediating Role of Change Management and the Moderating Role of Culture, Technology, and Economics
Purpose: This research aims to assess the extent to which universities in Saudi Arabia and Egypt have institutionalized digital teaching technologies (DTTs) to enhance institutional sustainability. It focuses on the mediating role of change management strategies and the moderating effects of cultural norms, technological infrastructure, and economic factors on this relationship, specifically examining their impact on institutional sustainability. Design/methodology/approach: This study uses a mixed-methods approach with a comparative case study strategy. Data were collected via questionnaires and interviews with university staff, with partial least squares structural equation modeling (PLS-SEM) being used to analyze the relationships among the variables, including DTT characteristics and other mediating/moderating factors. Findings: The findings support H1, H2, H6, and H8, confirming that the perceived characteristics of DTTs—relative advantage, complexity, observability, trialability, and compatibility—significantly impact institutional sustainability, with change management strategies mediating this relationship. Cultural norms and economic factors also have a direct influence on sustainability. However, H3 and H5, suggesting moderating effects of cultural norms and economic factors, were not supported, and H4 and H7 were excluded due to multicollinearity issues with technological infrastructure, which has already been adopted within DTT components. Originality/value: This study adds to the literature by highlighting the role of cultural and economic factors in the adoption of DTTs and introduces the novel concept of how change management strategies mediate the relationship between DTT characteristics and institutional sustainability. It provides practical insights for decision-makers in Saudi and Egyptian institutions, emphasizing culturally and economically aligned strategies for integrating DTT, fostering educational innovation, and enhancing sustainability.
Journal Article
Parental Perceptions of Food and Nutrition Education Programs in Saudi Arabia Elementary Schools: An Analysis of Mothers' Views
Elementary schools provide a consistent and immersive opportunity to reach a wide audience of young students, making them an ideal platform for fostering healthy dietary habits through food and nutrition education as part of the family and everyday life skills curriculum. This study
examined the perspectives from Saudi elementary children's mothers on food and nutrition education. In-depth interviews of 19 mothers were conducted and analyzed to identify three main themes: the current food and nutrition topics in elementary schools, the importance of teaching food skills
and knowledge in schools, and the significance of food and nutrition education as a subject. Most mothers considered food and nutrition education as crucial as traditional academic subjects. Findings indicate that mothers strongly supported a comprehensive food and nutrition education program
incorporating practical activities such as cooking and gardening. Such interactive sessions enhanced children's understanding of food and encouraged healthier eating habits. Additionally, mothers praised the schools' focus on food sustainability, expressing a desire for its increased integration
into the curriculum. The findings could guide curriculum developers and educational institutions in crafting food and nutrition education to not only educate children but also engage their families in making informed dietary choices.
Journal Article
Current status of gifted education in Saudi Arabia
The purpose of the study was to explain the current status of gifted education in Saudi Arabia based on the Educational and Learning Capital Model. The researchers used a mixed method design with two research questions: (a) what is the current status in Saudi Arabia to serve gifted students based on the Educational and Learning Capital Model? (b) what did gifted education specialists' believe about gifted education in Saudi Arabia based on the Educational and Learning Capital Model? The authors used three resources to collect data to answer the question: official documents, raw data, and a survey. The researchers evaluated Saudi Arabia's experience in gifted education and shed a light on the strengths and weaknesses of this experience. A number of recommendations had been proposed to enhance Saudi Arabia's experience in the field of gifted education.
Journal Article