Saudi Cultural Missions Theses & Dissertations
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Item Restricted FACULTY MEMBERS’ ACTUAL USE AND PERCEPTIONS OF USING SOCIAL NETWORKING SITES IN HIGHER EDUCATION IN SAUDI ARABIA(Saudi Digital Library, 2026) Alowaysi, Lamyaa Soud; Wei-Chen, HungThis quantitative correlational study examined the relationships among faculty members’ perceived usefulness (PU), perceived ease of use (PEOU), and the actual use of social networking sites (SNSs) for instructional purposes in higher education. The study also explored whether demographic variables—age, gender, educational level, nationality, and teaching experience—were related to these perceptions. The Technology Acceptance Model (TAM) provided the theoretical framework. The research was conducted at the University of Hail (UOH) in Saudi Arabia, where faculty members form an active community of practice that supports shared learning and professional growth. Data were collected from 216 faculty members using an online survey adapted from Davis’s (1989) TAM instrument and modified to fit the teaching context of SNS integration. The instrument included 25 items measuring PU and PEOU. Data were analyzed using correlation and regression techniques, including binary logistic regression, ordinal logistic regression, and multinomial logistic regression, to address the study’s three research questions. Results indicated a strong positive relationship between PU and PEOU, supporting the TAM assumption that ease of use enhances perceived usefulness. PU was a consistent and significant predictor of SNS use inside and outside the classroom, whereas PEOU demonstrated mixed but supportive effects, showing significance when analyzed with PU or through multinomial models. Educational level had a significant negative effect on both PU and PEOU, indicating that faculty with higher academic degrees perceived SNSs as less useful and less easy to use. Although age, gender, and teaching experience did not show direct effects, nationality moderated the relationship between educational level and both PU and PEOU. The findings deepen understanding of faculty technology acceptance in Saudi higher education and emphasize the importance of user-friendly platforms, institutional support, and professional development opportunities that enhance faculty confidence in integrating SNSs into teaching practice. Encouraging collaboration among faculty with diverse experiences may further strengthen the effective use of SNSs in academic environments5 0Item Restricted FACTORS IMPACTING EMPLOYEE RETENTION IN THE SAUDI ARABIAN EDUCATION SECTOR, MEDIATED BY EMPLOYEE SATISFACTION AND MODERATED BY GENDER(Saudi Digital Library, 2025) Alharthey, Abdullah Mulfi S; Yee, Choy LeongSaudi Arabia's higher education system suffers from poor employee retention as we as low employee satisfaction. For many years, employment in Saudi universities has been unstable, as shown by the high turnover rates among academic staff, especially in public universities. This study examines factors that influence employee retention and satisfaction within Saudi Arabia's higher education sector, focusing on public universities where turnover has risen from 1.7% in 2020 to 2.3% in 2022. The research explores the mediating role of employee satisfaction between five key factors (work engagement, coworker relationships, compensation packages, perceived organizational support, and a supportive work environment) and their impact on employee retention. It also investigates the role of gender in these relationships. Using a quantitative approach, the study surveyed 384 academic staff members from public universities and applied structural equation modeling to test the proposed hypotheses. Results show that work engagement, perceived organizational support, and a supportive work environment directly and positively affect employee retention, regardless of gender. However, the effects of coworker relationships and compensation packages on retention were not significant for either gender. Notably, while work engagement and a supportive work environment significantly enhance employee satisfaction, coworker relationships do so only for females, and compensation packages show no significant relationship with satisfaction for either gender. These findings reveal a complex interplay of factors influencing satisfaction and retention, underscoring the need for tailored strategies that reflect gender differences and cultural nuances in the educational sector. This study provides practical implications for human resource policies in Saudi public universities, highlighting the importance of gender-specific retention strategies to support a diverse workforce. The findings also offer guidance for policymakers and university administrators to create a more supportive and engaging work environment that aligns with the aspirations of Vision 2030 in Saudi Arabia.6 0Item Restricted From Policy to Practice: Green Human Resource Implementation and Stakeholder Collaboration for Effective Environmental Sustainability within University Settings. A Comparative Case Study at Queen's University Belfast, United Kingdom, and King Abdulaziz University, Jeddah, Saudi Arabia.(Saudi Digital Library, 2025) Aldossary, Naimah; Hastings, Thomas; Barry, John; Cullinane, NiallEnvironmental sustainability has emerged as a top global priority, and higher education institutions play a critical role in advancing this agenda through research, education and operational leadership. However, universities often struggle to achieve effective sustainability outcomes because of complex, context-dependent factors. This thesis contends that the effectiveness of university environmental sustainability is determined by the integrated interplay of three core dimensions: government policy, (GHRM) and stakeholder engagement. This comparative case study employs an interpretivist qualitative methodology to investigate how these dimensions interact in two distinct institutional contexts: (QUB) within Northern Ireland's devolved governance framework and (KAU) within Saudi Arabia's Vision 2030-aligned centralised system. The research, conducted through semi-structured interviews with 56 key stakeholders, including senior management, HR professionals, faculty, and student representatives, and triangulated with institutional policy documents, shows that effectiveness hinges on the dynamic interaction between policy frameworks, GHRM strategies and authentic stakeholder engagement. The findings demonstrate that QUB operates through decentralised, community-driven sustainability practices characterised by grassroots activism and participatory stakeholder engagement; however, it faces challenges such as fragmented initiatives, financial constraints and resistance to systemic change. KAU's approach, on the other hand, is shaped by centralised government support and strong regulatory mandates which align with Saudi Vision 2030, resulting in rapid but compliance-driven implementation. Both institutions face similar challenges, including a lack of environmental awareness, insufficient binding legislation, cultural resistance, financial limitations and difficulties in implementing sustainable practices across departments. The study's theoretical contributions include a Context-Adaptive Environmental Sustainability Implementation Model, Culturally Integrative Institutional Theory and the Cultural-Institutional Sustainability Model, which broaden understanding beyond Western-centric frameworks. Practically, it makes evidence-based recommendations for promoting integrated sustainability governance, culturally sensitive GHRM practices and increased stakeholder participation.13 0Item Restricted Language Teacher Cognition of Academic Literacies: Narrative Case Studies of Female EFL Teachers in Saudi Universities(Victoria University, 2024-05) Allehaby, Eshraq; Razoumova, Oksana; Henderson, FionaThe educational system in the Kingdom of Saudi Arabia (KSA) has undergone significant transformations since 2016, driven by the Human Capability Development Program of Saudi Vision 2030 (SV2030). The primary aim of this program is to enhance the country’s global competitiveness through education. In this context, English education becomes pivotal, and specifically English as a foreign language (EFL) in higher education. In KSA, students enrolling at university must complete the preparatory year program where they learn EFL alongside academic literacies (AcLits) including critical thinking, database searching, synthesising, academic conventions, formal and informal registers, and proficiency in various genres of communication. This means that EFL teachers are expected to possess both subject matter expertise and AcLits skills to teach these to their students. By guiding students through language mediation and facilitating their acquisition of AcLits, EFL teachers contribute to helping students navigate the challenges of their disciplines and to academic and professional success. Hence the question: How can Saudi’s MOE ensure that EFL teachers are adequately prepared for the task? The study employs cultural-historical activity theory to examine language teacher cognition, aiming to uncover their knowledge, beliefs, and teaching practices regarding AcLits. The research uses contradiction as a historically accumulated structural system to highlight the tensions, absence, or conflicts in the AcLits phenomenon. Narrative case studies involving six female EFL teachers at two Saudi universities were conducted. Qualitative data collection methods, such as reflective accounts, semi-structured interviews, classroom observations, and relevant AcLits documents were used to examine the connection between teachers’ cognition and its impact on teaching practices. The findings from this study indicate that participating EFL teachers demonstrated a vague understanding of AcLits, primarily equating them with basic study skills. Consequently, EFL teachers face challenges in effectively and consistently integrating these literacies into their instructional practices. The lack of sufficient pre-service training, education, and professional development are factors. Teachers’ primary focus was on facilitating students’ academic success without negatively impacting their iv grade point average, resulting in an emphasis on exam-oriented skills. When attempting to incorporate AcLits aspects into the classroom, the instruction often lacked a systematic and sustained scaffolded approach. Moreover, teacher-led discussions relied mainly on lecturing, limiting interaction in a highly structured classroom setting. The study identified significant gaps in students’ prior English preparation, particularly in secondary schools. Furthermore, the constrained time available for language instruction during the preparatory year program and the challenges in implementing the latest advancements in language teaching methodology, specifically the communicative approach, led teachers to prioritise developing only students’ English language proficiency. By nurturing teachers’ AcLits skills, KSA can bolster its education system and incorporate the SV2030 goals. The significance of teachers dedicated to fostering AcLits in KSA cannot be understated, emphasising the urgent need for high-quality, sustainable professional development programs. Policymakers and language teacher-training providers share a responsibility to ensure the successful implementation of AcLits. Whether through pre-service training or ongoing career development, comprehensive programs are required to equip teachers with a profound understanding of AcLits principles and effective integration strategies, thereby cultivating a generation of internationally competitive students.106 0Item Restricted Generative AI Technologies Use Among Higher Education Students in Saudi Arabia: Benefits and Concerns(University of Southampton, 2024) AlKhunayfir, Sarah; Zarifis, AlexThis study investigates the use of generative AI technologies among higher education students in Saudi Arabia, focusing on perceived benefits and concerns. As these technologies rapidly integrate into academic environments, understanding their impact becomes crucial for effective implementation and policy development. The research aims to identify specific benefits in terms of time savings, unique insights, and personalised feedback, while also examining concerns regarding overreliance, data privacy, and information accuracy. Employing a quantitative approach, the study utilised a closed-questions survey distributed to 150 higher education students in Saudi Arabia. The survey gathered data on students' perceptions and usage patterns of generative AI technologies, which were then analysed using descriptive and inferential statistical methods. Findings reveal a nuanced landscape of student attitudes. Students perceive significant benefits from generative AI, with time savings emerging as the most appreciated advantage, followed by gaining unique insights and receiving personalised feedback. Concurrently, moderate levels of concern were identified, primarily regarding the accuracy of AI-generated content and potential overreliance on these technologies. Interestingly, data privacy concerns were less pronounced than anticipated. The study concludes that while students recognise the transformative potential of generative AI in enhancing learning experiences, they remain cautious about its limitations. These findings contribute to the understanding of AI integration in Saudi higher education and offer valuable insights for developing balanced, ethical, and effective AI integration strategies. The research underscores the need for ongoing dialogue, policy development, and further investigation to ensure that the integration of generative AI aligns with educational goals and societal values in Saudi Arabia.55 0Item Restricted Factors Influencing the Acceptance and Utilisation of Open Educational Resources by Faculty Members in Higher Education Institutions(University of Leeds, 2024-06-25) Almousa, Samia; Badger, Richard; Banner, IndiraOpen Educational Resources (OERs) play an immensely valuable role in higher educational institutions. However, few studies have explored OERs adoption by academics, especially in non-anglophone countries. This study therefore investigated the factors affecting OERs adoption among Saudi academics. Three of Hofstede’s cultural dimensions (power distance, collectivism, and uncertainty) and two additional variables: information quality and sharing, were added to the UTAUT. To validate the newly-named CUTAUTS, I hypothesised that age, gender, and the cultural dimensions would mediate the main factors. A three-stage mixed-methods approach was employed. Firstly, a random sample of 375 Saudi academics completed CUTAUTS-based questionnaires. Quantitative data were analysed using descriptive statistics and PLS-SEM. Secondly, semi-structured interviews were conducted with a purposive sample of twelve academics to explore OERs adoption and usage, and three Saudi OERs platform representatives to illuminate their role in supporting OERs adoption. Interview data were analysed using thematic analysis. The qualitative findings largely corroborated the quantitative findings, revealing significant relationships between several core constructs and OERs use. The most important predictor of OERs adoption was OERs effectiveness, followed by OERs information quality. Effort needed to use OERs and the extent of usage in immediate social contexts were related to OERs sharing, and both intentions to use and actual use. The quantitative analysis confirmed the moderating role of culture and age in OERs use. Five main barriers impeding OERs adoption were also explored. The results highlighted the importance of OERs information quality. Because participants misconstrued this, Saudi higher education stakeholders must establish a quality assurance policy to improve OERs adoption. Moreover, participants need to know where to share their teaching materials. Therefore, higher education stakeholders must enhance OERs awareness and devise training programmes to equip academics with tools to deploy OERs. Finally, institutional managers should develop policies to promote OERs creation and usage.17 0Item Restricted An Evaluation of the Validity of English Placement Tests at Imam Abdurrahman Bin Faisal University: A Critical Analysis(Salem State University, 2024-06) Alqahtani, Amal; Perez , Heidi; Minett, Amy JoThis study examines the validity and reliability of English placement exams at Imam Abdulrahman Bin Faisal University and their ability to forecast academic success in English foundation courses. Using a quantitative correlational approach, the research analyzed data from 300 students to assess the relationship between placement test scores and subsequent course grades. Findings indicate that test scores moderately predict course performance, explaining about 38.4% and 36.2% of the variance in grades for two core courses. However, significant variability in test effectiveness across different academic disciplines suggests that the exams may not consistently capture diverse academic needs and language proficiencies. The study recommends targeted refinements in the exam structure and scoring to enhance fairness and accuracy in student placements, addressing specific disparities found across disciplines. These adjustments are crucial for better aligning placement procedures with the educational demands and language competencies at the university.69 0Item Restricted Universal design for learning in saudi context: assessing faculty readiness(Saudi Digital Library, 2023-11-28) Alghamdi, Abdulaziz; McMahon, DonThe absence of an inclusive learning environment raises concerns about the equitable educational outcomes for all learners. This study aims to assist educators in providing additional support to learners with disabilities attending public schools and accessing the standard curriculum. Consequently, the research shed light on potential factors contributing to this deficiency within the context of Saudi Arabia. Assessing instructors' readiness to implement the Universal Design for Learning (UDL) framework may provide valuable insights into the state of educational institutions and their adoption of inclusive learning environments in higher education. The study's participants are faculty members from education colleges, drawn from 28 universities in Saudi Arabia. A survey conducted involving 162 faculty members to collect data for analysis. This research design incorporates descriptive statistics, which enables the researcher to summarize data regarding instructors' familiarity with and use of the UDL framework in their classrooms. These statistics provide a quantitative description of the study's items. The online survey is the chosen research method for collecting data, well-suited for descriptive research. The results also indicated that more than half of the faculty members lack experience in teaching students with disabilities or have limited knowledge of UDL and creating accessible learning environments. There are calls for building redesigns to support disability accommodations and to enhance communication between faculty, students, and access centers. The study's findings underscore the significance of training in promoting more inclusive teaching practices, emphasizing the need for ongoing professional development. Many faculty members have limited experience in teaching students with disabilities, although some have had positive teaching experiences. Challenges include resource limitations, insufficient training, and inadequate infrastructure. Based on the study's findings, this research suggests implications for policy and practice, along with recommendations for improving UDL implementation involve training, accessible resources, and administrative support, and guiding future research.58 0Item Restricted MASSIFICATION OF HIGHER EDUCATION IN SAUDI ARABIA IN THE CONTEXT OF SAUDI VISION 2030: CHALLENGES AND RESPONSES(OhioLINK, 2023-08-16) Owidah, Sohair; Seeberg, VilmaThis study explored the massification of Saudi higher education by utilizing contemporary Chinese higher education expansion as a framework to identify the drivers of expansion, challenges encountered, and diversification within the massification process. This study employed a qualitative approach of policy analysis of background literature, documents, and semi-structured interviews. Scholarly consensus regarding the aims of massification focus on the expansion of access, diversification of educational opportunities, meeting individuals’ aspirations, and demands for national development. Massification of Saudi higher education has been rapid yet has suffered from lagging policy development. The Saudi Ministry of Education and public universities were found to devise measures and regulations that challenge the principles of meritocracy and equitable access in terms of family background, regional disparities, and gender. Other issues associated with the expansion of higher education were found to be a decline and lower levels of quality, insufficient financial resources, and limitations in the diversification of types of institutions. These trends increased access for some populations, while also contributing to inequality of educational opportunity. To address the multifaceted issues associated with massification and to invest in the higher education sector the means to realize its role in attaining the ambitious goals of Vision 2030, reforms in higher education suggested by this study are imperative.45 0Item Restricted Teachers’ Attitudes Towards Blended Learning in EFL Classrooms: Post-Pandemic Tertiary Education in Saudi Arabia(Saudi Digital Library, 2023-02-09) Alamri, Nada; Sitter, JaneThis study aimed to determine whether or not the COVID-19 pandemic has had an effect on the perceptions of blended learning held by EFL teachers working in higher education in the Kingdom of Saudi Arabia. This study also looked at how teachers' attitudes differed based on their gender, age, level of education, level of training, and number of years teaching. In addition, 58 male and female EFL teachers participated in a survey questionnaire to provide the necessary data for this study. The results indicated that the attitudes of EFL teachers toward blended learning shifted in a positive direction after the pandemic. Before and after the pandemic, there were no clear differences in how male and female EFL teachers viewed blended learning based on their gender. Also, there was no statistically significant difference between the teachers' opinions and their demographic variables. The results showed that most EFL teachers liked blended learning and thought it made teaching and learning more convenient. Finally, the answers to the open-ended questions about the problems and challenges of blended learning showed that the delivery of these courses was hampered by a lack of training and technical knowledge.24 0