Saudi Cultural Missions Theses & Dissertations
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Item Restricted Cultural and Social Barriers to STEM Career Orientations and Retention Among Saudi Women Students in Tertiary Education(Saudi Digital Library, 2025) Alqous, maha; Picho-Kiroga, KatherineThis qualitative study was designed to explore the existing social, cultural, and religious barriers women students experience in Saudi Arabia when they plan to take a STEM program of studies at the tertiary level. To determine the mindset of people towards women's education and career orientation in STEM fields in Saudi culture, 15 women studying in the USA and taking undergraduate or graduate courses in STEM fields were interviewed. The data were consolidated for thematic analysis, and a total of 10 themes emerged for four research questions exploring students’ challenges in STEM education, people's mindsets, the support levels women have, and their resilience towards cultural barriers. The results of the study indicated that women have a consistent and significant amount of support from their parents and peers, and the most substantial challenges they faced were the social and cultural norms set for women in the context of religious teachings. Nonetheless, the women interviewees were found to be resilient against unfair social practices, stereotypical thoughts about women’s abilities, and gendered roles in society. Governmental policies and social reforms are the strongest change elements in society; parents who believed in the importance of women's education in family growth and national development were found to be more flexible and supportive towards women's education in STEM programs. It is recommended that a collective effort of religious leaders, governmental officials, and other societal figures play their pivotal role in social transformation, abolishing unfair restrictions on women, realizing their equal role in the national economy, and permitting them to pursue STEM programs according to their abilities.22 0Item Restricted Investigating Social Integration and Networking among Third Culture Students at Durham university(Saudi Digital Library, 2025) Alghamdi, Faisal Ibrahim; Geampana, AlinaThis dissertation investigates the experiences of Third Culture Kids (TCKs) at Durham University, focusing on their social interactions, integration challenges, and the effects of their multiethnic backgrounds on academic performance and personal well-being. TCKs, who have spent significant portions of their developmental years outside their parents home countries, encounter distinct challenges and opportunities in higher education due to their varied cultural experiences. Using qualitative methods, the study conducted in-depth interviews with TCKs at Durham University to explore how they describe their initial social encounters, adapt to new social norms, and the strategies they use to overcome challenges related to integration. The research also examined how TCKs’ perceptions of social integration evolve, the influence of social networks on their academic and personal success, and how the intersection of socioeconomic status with their cultural and educational backgrounds affects their Durham University experience. Findings demonstrate that TCKs utilize various strategies to navigate initial cultural and social challenges, with their views on integration changing as they form stronger connections within the university. Social networks were found to significantly influence their academic outcomes and personal well-being. Furthermore, socioeconomic status emerged as a necessary factor to discuss that affects their access to resources and overall integration into university life. The study suggests several policy recommendations for universities to better support TCKs, including enhanced cultural sensitivity training, mentoring programs, adaptable academic policies, improved mental health support, and community-building activities designed specifically for TCKs. These measures aim to create a more inclusive and supportive environment that recognizes and utilizes the unique backgrounds of TCKs, boosting their educational experience and fostering a more diverse academic community. The conclusions of this research emphasize the need for higher education institutions to adopt more comprehensive and inclusive approaches to support the distinct needs of TCKs, ensuring their successful integration and enabling them to shine in the globalized educational setting.9 0Item Restricted BLACKBOARD LEARNING SYSTEM POTENTIAL ON COMMUNICATION AMONGST MALE LECTURERS AND FEMALE STUDENTS AT A UNIVERSITY IN SAUDI ARABIA(Saudi Digital Library, 2025) Almijlad, Aliyah Kayyad H; Muhamad, Mohd MokhtarThis study explores the potential of Blackboard Learning System functions as a communication medium between male lecturers and female students at Northern Border University, within a gender-segregated and culturally conservative academic setting in Saudi Arabia. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) and Transactional Distance Theory (TDT), the research explores four core questions: identifying the enablers and barriers to Blackboard Learning System usage, uncovering the mechanisms by which the system enhances communication, and examining the sociocultural factors that influence its adoption and engagement. A qualitative methodology, grounded in an interpretative case study design, was adopted to gain in-depth insights into user experiences and to enable a context-bound exploration of how the Blackboard Learning System facilitates communication and learning within the digital ecosystem of Northern Border University. Data were collected through two focus group interviews with female students and five individual interviews with male lecturers. The sessions were audio-recorded, transcribed verbatim, and analysed using a thematic approach facilitated by ATLAS.ti (version 24). This dual theoretical framework enabled an integrated examination of both technological and pedagogical dimensions, thereby revealing the intricate interplay between system affordances and local sociocultural practices. The findings are structured around four key aspects. Enablers included effective feedback, robust interaction, perceived ease of use, user satisfaction, perceived usefulness both in enhancing academic achievement and learning experience made users more willing to communicate frequently and flexibly. Barriers such as lack of non-verbal communication, limited peer support and collaboration, technological issues and limitations, inadequate training, infrastructure challenges, and cultural factors contributed to cautious, asynchronous communication, which at times reduced the spontaneity and depth of academic engagement. Mechanisms enhancing communication involved collaborative spaces (e.g., discussion boards, group tasks), multimodal tools (e.g., chat, multimedia), and well-organised course resources. Sociocultural influences, including formal communication styles, family expectations, and discomfort with voice/video shaped Blackboard Learning System usage significantly. By integrating sociocultural factors into UTAUT and TDT, the study offers a refined model for technology acceptance in conservative contexts. While the study deepens understanding of digital learning in gender-segregated environments, its limitations include reliance on qualitative-self-reported data, a small sample from a single institution, a context-specific and time-bound technological focus, and partial omission of organisational and policy dimensions. Future research should broaden the sample across universities and disciplines, explore long-term usage patterns, and examine factors like infrastructure, motivation, and organisational dynamics. Keywords: Blackboard Learning System, Communication, Gender Segregation, Sociocultural Setting, Higher Education SDG: GOAL 4: Quality Education, GOAL 5: Gender Equality10 0Item Restricted The Role of Climate Change Education in Shaping Risk Perception, Communication, and Behavior Change: A Study of Saudi Youth(Saudi Digital Library, 2025) Al Buainain, Mozah; Lofstedt, RagnarThis study explores how climate change is perceived, communicated, and addressed across three interconnected domains in Saudi Arabia: media discourse, youth engagement, and postgraduate environmental education. Using a mixed-methods approach, it combines thematic content analysis of Saudi Gazette articles (2021–2025), a structured survey of Saudi youth aged 18–35 (with comparative data from older adults), and document analysis of postgraduate environmental program brochures from leading Saudi universities. The research examines how climate narratives are framed in the media, how environmental education is integrated at the postgraduate level, and how young Saudis perceive, engage with, and respond to climate change. By analyzing these strands together, the study provides critical insight into how national climate ambitions align with youth awareness, generational engagement, and institutional readiness for sustainability transitions.8 0Item Restricted The Effectiveness of Art-based Instrumental Mentoring in Enhancing Metacognitive Awareness Among First-Year University Students(Saudi Digital Library, 2025) Aldossary, Maryam Salman; Smith, Cindy; Gardner, PaulThe first year of university presents one of the most challenging transitions in students’ lives, marked by significant changes in their social and academic systems. In response, higher education institutions have invested in research and support programs to help students develop the social and academic skills necessary for success. Among these, peer mentoring has emerged as a widely used approach to foster student confidence and engagement. However, limited research has explored the effectiveness of instrumental peer mentoring in enhancing social and academic competencies among first-year students. This study employed a Design-Based Research approach to develop and refine an Art-Based Peer Mentoring (ABPM) program aimed at creating a supportive, socially engaging environment for first-year students. The program facilitated interpersonal connections through artmaking, offering opportunities for metacognitive development, a skill crucial to academic achievement. In the first cycle, students participated in ABPM and provided feedback on their experiences; this feedback informed the second cycle, where original participants returned as mentors to incoming first-year peers. Data collection included weekly reflective journals, pre and post intervention survey using Metacognitive Awareness Inventory (MAI) and focus group interviews. Reflexive thematic analysis was conducted to examine students’ perceptions of their engagement with art activities and peer interactions. Descriptive analysis of the MAI scores provided insights into changes in metacognitive awareness. Findings revealed a modest improvement in MAI scores and identified themes supporting the role of shared art activities in fostering shared metacognitive learning, personal agency, and peer support. The results emphasise the value of structured mentor training and goal-oriented program design in enhancing the first-year university experience. Limitations and recommendations for future research and program development are also discussed.13 0Item Restricted Blended Learning: Exploring the Benefits and Challenges for EFL Undergraduate Students(Saudi Digital Library, 2025) Alsulami, Meshari; Inostroza, MariaBlended learning (BL), which combines face-to-face instruction with online components, has become increasingly popular in tertiary education institutions worldwide. This study aims to raise awareness of recent developments in the effectiveness of BL for teaching English as a second language. It seeks to evaluate both the benefits and the challenges associated with using BL to teach English as a foreign language to undergraduate students. A literature-based methodology was adopted, incorporating a systematic literature review. From an initial pool of 740 studies, 25 met the PRISMA criteria and were included in the final analysis. To address the research questions, both inductive and deductive coding methods were applied. The findings suggest that BL enhances student motivation, interaction, autonomy, and language development. Additionally, BL supports individualised learning, increases teacher–student interaction, and enhances students’ academic performance and language proficiency. However, several challenges were identified, including inadequate technological infrastructure, limited digital competencies, insufficient professional development for teachers, and increased workloads for lecturers. The findings of this research may be valuable for students, educators, and universities, as they can provide a foundation for the successful implementation of BL practices. The results indicate that blended education can be an effective approach to promoting language learning and improving the overall learning environment. It also plays a significant role in motivating students and fostering their interest in language acquisition. Nonetheless, further research is needed to address existing barriers and to develop a sustainable BL model that aligns with the needs of both language learners and teachers.9 0Item Restricted KNOWLEDGE AND ATTITUDES OF FACULTY MEMBERS AT TAIBAH UNIVERSITY TOWARD CHALLENGES FACING DEAF AND HARD-OF HEARING STUDENTS IN HIGHER EDUCATION(Saudi Digital Library, 2025) Almutairi, Hammam A; John L, HospThis dissertation examines the knowledge and attitudes of faculty members at Taibah University toward the challenges faced by Deaf and hard-of-hearing (D/HH) students in higher education. As Saudi Arabia moves toward greater inclusivity in its educational system, understanding how faculty perceive and support D/HH students is critical. Using mixed-methods, research design, the study collected both quantitative survey data and qualitative interview insights from faculty across the Humanities and Science colleges. The research aimed to assess the faculty's awareness of D/HH students' needs, their attitudes toward inclusivity, and the degree of training or experience they possessed in working with students with hearing impairments. The findings of the present study revealed that there was no significant influence of demographic characteristics and D/HH experience on the knowledge and attitude toward the challenges of teaching D/HH students. However, a significant inverse moderate correlation was found between knowledge and attitude (r = -0.647, p < 0.01). Importantly, this correlation demonstrated that higher levels of knowledge about D/HH students were associated with more positive attitudes toward teaching them. This indicates that as faculty members' knowledge about D/HH students increases, their attitudes become more positive, resulting in lower attitude scores on the scale used. While many faculty members expressed positive attitudes toward inclusion, significant knowledge gaps and inconsistent support strategies remain. Issues such as limited awareness of effective communication techniques, inadequate use of assistive technologies, and a lack of specialized training were identified as barriers to full participation for D/HH students. The study emphasizes the urgent need for comprehensive faculty development programs focused on inclusive teaching practices, particularly in relation to D/HH students. It also highlights the necessity for institutional policies that mandate accessible classroom environments and ongoing professional training. Recommendations are provided for improving faculty readiness, enhancing assistive services, and fostering a university-wide culture of inclusion. By focusing on Taibah University as a case study, this research offers valuable insights for other higher education institutions in KSA and the broader Middle Eastern region. It contributes to the growing body of literature on disability inclusion in higher education and aims to inform future educational policy and practice improvements that promote equity, access, and success for D/HH students.65 0Item Restricted Exploring the experiences and concerns about privacy and security in online teaching by students and teachers in the United Kingdom and Kingdom of Saudi Arabia(Saudi Digital Library, 2025) Almekhled, Basmah Fahad; Petrie, HelenThis research programme investigated experiences of online teaching and related privacy and security concerns before and since the pandemic among HEI students and teachers in the United Kingdom (UK) and the Kingdom of Saudi Arabia (KSA). As there is little cross-cultural research on these issues, five studies were conducted to explore them. Studies 1 and 2 were online surveys with students. UK students reported difficulties due to the pandemic with practical, interaction, and social isolation. In contrast, KSA students reported difficulties with focus, engagement, and technical issues. UK students used webcams selectively, whereas KSA students reported little use. Privacy and security concerns were low among UK students but moderate among KSA students. Studies 3 and 4 were online surveys with teachers. UK teachers struggled with students not using their webcams during online teaching, whereas KSA teachers faced communication and assessment issues. Both groups reported difficulties with student engagement. KSA teachers reported low webcam use, whereas UK teachers reported high use. Privacy and security concerns were low among UK teachers but moderate among KSA teachers. Study 5, a field study in a KSA HEI, found neither students nor teachers used webcams in teaching. Students cited flexibility, distractions, and privacy concerns, whereas teachers cited distractions and security concerns. Students reported high levels of privacy concerns about their institutions but only moderate concern about teachers and classmates. Complex relationships were found between students’ online privacy, security concerns and trust. Studies 6 and 7 were online surveys which explored KSA and UK HEI teachers experiences and attitudes in more detail. Both groups valued webcam use for engagement, but UK teachers felt self-conscious and struggled with students' webcams presence, while KSA teachers had privacy, security and cultural concerns. Both groups were uncertain about institutional webcam policies and expressed limited satisfaction with privacy and security guidelines. These findings highlight the need to address webcam use and privacy and security concerns in online teaching in relation to cultural and educational contexts.16 0Item Restricted The Impact of Generative AI on Teaching, Learning, and Integrity in Higher Education: A Systematic Review(Saudi Digital Library, 2025) Alghamdi, Abdullah Ali A; Kang, KyeongThis systematic review investigates the impact of Generative Artificial Intelligence (GenAI) on teaching practices, student learning, and academic integrity within higher education. This review conducted a qualitative thematic synthesis of 25 peer reviewed studies published 2020−2025, and using PRISMA 2020 framework for the review. The results will prove that GenAI will enable greater teaching efficiency, allow for more personalized learning routes, and will make education more accessible. GenAI tools are now being used by educators to automate feedback, create fresh assessments, and create differentiated instruction, while students use its AI powered platforms for academic’s support, language help, and creative exploration. The study also reveals some critical challenges. Misuse of GenAI can lead into superficial engagement and hinder the growth of critical thinking skills. The one major consideration is the development of the academic misconduct patterns, which GenAI-generated content is not being detected by traditional plagiarism detection tools. Higher education institutions may struggle to maintain academic integrity when there is robust human judgment, and redefined standards of academic authorship, in an AI enhanced environment. Responses to GenAI adoption by institutions are still uneven, going from proactive policy formulation to restrictive bans. Similar attitudes vary among disciplines, age, and tolerance for the prior digital exposure. The review highlights the necessity of universities to have clear, adaptive policy in place, incorporate AI literacy into curricula, redesign of assessments to encourage authentic learning processes, and university faculty development. To contribute to the growing dialogue on AI and education this study provides a synthesized thematic understanding of GenAI integration’s opportunities, risks, and institutional strategies. Second, it contends that GenAI must be embraced by higher education by both leveraging its benefits and mitigating its challenges for the sake of technology that offers no benefit and, even worse, threatens to undermine academic values.76 0Item Restricted FACTORS INFLUENCING STUDENT ENGAGEMENT WITH GAME ELEMENTS AMONG UNDERGRADUATE STUDENTS IN SAUDI ARABIA(Saudi Digital Library, 2025) Allehaidan, Ahmed Freeh M; Wan Mohd Nazmee Wan ZainonGamification and gamified systems have garnered significant attention in contemporary research. The concept of gamification encompasses various interpretations, including the incorporation of game-like elements into the design of user interfaces. However, it is essential to note that not all instances of gamification are restricted to software products. Despite increased research in the area, the various dimensions explored within the scope of gamification, along with the current advancements in gamification research, remain unclear. Therefore, this research aimed to examine the direct effect of Unified Theory of Acceptance and Use of Technology (UTAUT) components (i.e., performance expectancy, effort expectancy, social influence, and facilitating conditions), on the attitude toward using gamification as well as on students’ engagement (i.e., skill engagement and participant engagement). Significantly, this study also aimed to investigate the moderating role of students’ concentration on the relationship between their attitude toward using gamification and student engagement. The research model was underpinned by the UTAUT, self-determination theory, and flow theory to strengthen the study's argument. Data were gathered from undergraduate students in public universities in the Kingdom of Saudi Arabia. The theoretical model was tested using structural equation modelling (SEM) with the SmartPLS software. The research findings show the positive effect of gamification on student engagement and motivation. By incorporating game elements such as points, badges, and leaderboards, gamified learning environments effectively capture students' attention and encourage active participation in the learning process. The findings further demonstrated the significance of cultural adaptation and acceptance of gamified educational content in Saudi Arabia. When gamification elements were tailored to align with local values and norms, teachers observed higher acceptance and enthusiasm among students. The study concluded that gamification can improve students’ performance, productivity, engagement, and encourage participation. However, the study has a significant contribution to practicality as it will aid policymakers, the government, and institutions. Therefore, by embracing gamified learning experiences, policymakers can enhance student engagement, cater to diverse learning needs, and foster the development of essential skills.17 0