Saudi Cultural Missions Theses & Dissertations
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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 Exploring and Understanding Teachers' Perceptions and Practices of The Early Intervention Programme for Children with ADHD in Saudi Arabian Inclusive Kindergarten Classrooms(University of Exeter, 2024-06-11) Alzahrani, Samirah; Norwich, Brahm; Moor, DarrenAims and rationale: This study explores teachers’ perceptions and practices in using the early intervention programme Assessment, Evaluation and Programming System (AEPS) that was recently implemented in Saudi kindergartens and involves children from 3 to 6 years old with hyperactivity and attention problems (ADHD). The study endeavours to explore and provide insight into how special education teachers (SET) practised early intervention programmes for children with ADHD in their inclusive classrooms from September 2019 to April 2020. In addition, it is mostly focused on how the teaching and behaviour modification was practised with children identified as having ADHD. Although the Saudi educational system has focused significantly on establishing an inclusive learning environment, there is a lack of in-depth case study research in Saudi Arabia on this field. Case study methodology can contribute by providing in-depth insights into this field and challenges in terms of time, class size, the equitable environment of the class, inclusive implementation of learning and teaching methodology, and parental involvement. So, the research looked into teachers’ attitudes towards inclusion and the inclusive classroom, teachers’ knowledge of early intervention and ADHD, teacher self-efficacy and how children with ADHD responded to this intervention. This study used a multiple case study approach on four different inclusive classrooms in Saudi kindergartens that were implementing the AEPS. Two cases were in Jeddah city and two cases were in Riyadh city. Questionnaires were conducted with the four special education teachers who implemented the Early Intervention Programme (EIP), which included three scales: knowledge about ADHD intervention, attitudes towards inclusion of a child with ADHD, and inclusive teaching efficacy. Semi-structured interviews were conducted with the four special education teachers (SETs) and also with class teachers (CT), an assistant teacher (AT) and a psychologist i who worked in the early intervention programme with children with ADHD in inclusive public kindergartens. This was to collect data about their perceptions and practices of the early intervention programme with children with ADHD and to assess the children’s responses to this programme to identify any proposals that could improve the practices in their work. The study found that AEPS was clear and easy to understand and implement, and helpful for parents to track and contribute to their children’s progress. However, it was not enough for the children having ADHD, because AEPS was not the most comprehensive EIP to use for them. For example, AEPS did not include any goals related to modifying the child’s behaviour. Also, teachers faced some challenges, for example, the inflexibility of adjusting the AEPS, the number of children in the inclusive classroom, and the lack of training and preparation about EIP (AEPS), and ADHD. Moreover, there was a lack of a supporting team and behavioural strategies, and family collaboration. Also, it was found that there were some factors affecting the child's response, such as medication, level of disability, and acceptance. The practical implications of this study were mainly about providing a support team in all kindergartens, providing specialised training for teachers, providing regular meetings and seminars to develop their practical skills, and create formal communication channels to ensure effective collaboration between teachers and parents. Further research is recommended with different groups of children with disabilities; in different regions of Saudi Arabia; other contexts and cultures; replicating with a more sizeable sample, including parents and principals. Using a different methodology and methods to examine this and other early interventions could also be considered. Further research could examine the necessary competencies for early intervention teachers working in inclusive classrooms in kindergarten.13 0Item Restricted Developing Children’s Understanding of the World by Field Trips in the Kingdom of Saudi Arabia Kindergartens: Case Study.(Saudi Digital Library, 2023) Alsaleh, Afnan Thamer; Jay, MelanieField trips allow children to obtain knowledge and learn in an environment that stimulates their imagination and allows them to interact in unique ways; therefore, field trips may be useful to children as part of their early development. This study explored the role of kindergarten field trips in developing children’s understanding of the world around them. A qualitative method, specifically semi-structured interviews, was used to collect data. The perspectives of early childhood education (ECE) professionals were highlighted, as the sample consisted of two leaders, two teachers who worked in the two kindergartens under study, and a counsellor who is a professor at a Saudi Arabian university. The case study approach allowed for a deep understanding of the topic and enhanced the value of the collected data in the Kingdom of Saudi Arabia (KSA) context. The findings showed that field trips contributed significantly to children’s overall development and even motivated them to learn enthusiastically, which broadened their perspectives of the world around them. In addition, the results indicate that children in early childhood deserve opportunities to explore and find meaning in learning in real- world contexts. However, classroom learning cannot be dispensed with, so combining field trips and the curriculum together achieves appropriate integration of children’s needs and interests, considering this age group. Finally, the study demonstrated the efficacy of activities before, during and after the field trips in supporting the concepts children learned and transferring the impact of learning to other situations. This research expanded and shaped the understanding of field trips as an essential teaching method in kindergartens.63 0