Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
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Item Restricted E-learning Transformations in Early Years Education in the Kingdom of Saudi Arabia: An Analysis of Challenges and Successes(Swansea University, 2024-09-30) Alotaishan, Maha; Wolfe, ChrisThis research explores the evolution of e-learning in early childhood education in Saudi Arabia, with an analysis of the challenges and successes; the Kingdom's Vision 2030 calls for the integration of digital technology in education and sees it as a driving force behind better education. Early childhood education, encompassing children from birth to age eight, includes both kindergarten and early primary grades (first to third grade). E-learning can bolster traditional learning methods and provide memorable learning experiences by introducing interactive and inclusive environments, particularly in early education. This study provides a quick insight into e-learning development in Saudi Arabia education. Then, it examines the status of e-learning, from its origins in education to its current application in early childhood settings. This study will use a combination of a literature review and secondary data analysis to investigate the key factors that have supported or hindered the implementation of e learning in Saudi Arabia, which will, in turn, highlight the roles of infrastructure, digital awareness and socio-economic disparities, underscoring the importance of digital solid infrastructure, teacher training and parental involvement as central components for the success of e-learning in early childhood learning. The findings suggest that advancements have been made, particularly in private schools with advanced technology like augmented reality, significant challenges remain, particularly in rural and economically disadvantaged areas. This study will conclude with a conclusion citing recommendations to improve the quality and accessibility of e-learning for all children in Saudi Arabia, further demonstrating the need for continuous investment in digital infrastructure, professional development for teachers and community collaboration to open up equal educational opportunities for all students.16 0Item Restricted Gender Role Depictions in Arabic Children’s Picture Books(University of South Florida, 2024-05-01) Almuqbil, Aljawharah; Han, SophiaThis study aimed to explore gender role depictions in children's Arabic picture books. The importance of this study emerged from its focus on young children, where the concept of gender begins to be constructed. This study provided insight into the nature of gender roles in children’s picture books, especially under the remarkable changes that Saudi society is witnessing and the lack of Arab studies in this area. Social cognitive theory, gender schema theory, and critical literacy pedagogy guided the study. A sample of 26 picture books was selected from the Child Book Club at King Abdulaziz Public Library and analyzed using multi-method approaches. I utilized qualitative content analysis, critical content analysis, and social semiotic analysis to comprehensively understand gender roles in children's Arabic picture books. The results of this study demonstrated the domination of human and female characters in picture books, on the book's cover and inside. Both genders were prominently portrayed in traditional roles, inside and outside the home. Male characters were characterized by independence and financial authority and showed greater connection to means of transportation. Female characters showed more association with children and their care. In contrast, the results showed an unbiased portrayal of both genders in picture books at the level of interests, such as drawing, watching television, playing with cars, and building a castle. Both genders were also portrayed with positive characteristics. Females demonstrated their ability to solve problems, be creative and imaginative, accept diversity, and work hard. The males showed their ability to be creative and solve problems, but they also showed their lack of time management and organization skills, such as staying up late, being late for school, and disorganizing. Biased and unbalanced representation of gender roles in children's books may reinforce stereotypes that frame children's beliefs about the roles they are expected to play in society.30 0Item Restricted Play-Based Pedagogies in Saudi Kindergartens: Examining Teachers’ Perceptions and Practices(ProQuest, 2023-02-16) Alharbi, Manal; Blank, JolynIn this study, I explored three Saudi kindergarten teachers’ play-based pedagogies. I conducted a qualitative case study (Stake, 1994) in order to examine these teachers’ perceptions of play and describe the ways they incorporated play into their classrooms. My research questions were: How do three Saudi kindergarten teachers perceive play-based learning? In what ways do three Saudi kindergarten teachers implement play-based learning? Participants taught kindergarten in a large private school that served early childhood, elementary, middle, and high school students in Saudi Arabia. Classroom observations and interviews with the teachers were the central data sources. To analyze the data, I conducted a thematic analysis following Clark and Braun’s (2013) process. I found that teachers believed in the benefits of play for children’s learning and development and believed in the influence of their involvement in children’s learning and play. The teachers indicated that a purposeful play which targets academic learning would also promote children’s developmental skills. Further, teachers expressed hopes to develop the education of early childhood to enhance children's learning outcomes and to enhance their practices in the field. Implications and recommendations for future research from the study findings were discussed.62 0