Saudi Cultural Missions Theses & Dissertations
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Item Restricted Evaluating the effect of ICT on managing change in learning and teaching methods to achieve Vision 2030 goals in Saudi higher education.(Saudi Digital Library, 2023) Alharthi, Rawan; Garfield, JoyExecutive Summary Purpose: Information and communications technology (ICT) has entered all areas of our lives and has brought about many changes and transformations, including the field of higher education. Therefore, there is a need to change and develop the methods by which we learn and teach to keep up with these developments and achieve the desired goals. Therefore, the current study aims to assess the effect of ICT on achieving change management in teaching and learning methods to reach the Saudi Vision 2030 objectives in Saudi higher education institutions. Methods and approach: A mixed approach (quantitative and qualitative) was implemented to achieve the research aim and answer its questions. An electronic questionnaire was utilised to collect study data by sending it to faculty members and students in Saudi universities via email, WhatsApp, and LinkedIn. The sample was 250 participants, 4 responses were deleted due to incompleteness, resulting in a sample size of 246. Also, the researcher utilised Excel and the SPSS program to analyse the data and several statistical ways such as standard deviation and mean were applied. Findings: The study found that most faculty members and students in Saudi higher education institutions use information and communications technology for educational purposes. Most participants use ICT “sometimes” and “always” in their classes. Computers and smart devices, learning management systems, and interactive presentations were the most widely used ICT applications among participants. The findings demonstrated that ICT usage had positive effects on achieving change management in teaching and learning methods in Saudi higher education in multiple aspects of those methods, which will contribute to reach Vision 2030 goals regarding education, as a significant percentage of participants expressed their positive view and satisfaction with the levels of ICT applying and the changes it has brought about in educational methods. Therefore, most participants agreed on their confidence in the ability of these levels to facilitate and serve the accomplishment of Vision 2030 objectives successfully. Despite this, the study found that there are some aspects that need improvement to achieve effective changes in education and reach the desired goals. ICT infrastructure, training and technical support were the top elements that need further development from faculty members' and students' perspectives, in addition to other elements such as access to the Internet, resistance to change, and ICT and change management policies and strategies in those institutions. Therefore, the current study determined some suggestions to enhance these aspects from the study participants’ perspective. Conclusion, implication, and limitations: This study offered an overview of ICT's positive role in influencing the transformation of teaching and learning methods in Saudi higher education to reach the Vision 2030 objectives effectively. This study provided insight into the effects that ICT has on these methods, which helps higher education organisations and strategy and plan makers understand the current levels of ICT use and change management to keep pace with trends towards the goals of Vision 2030, in addition to reviewing and developing plans and strategies to ensure the provision of necessary requirements and improvements to achieve the desired goals successfully. Additionally, the time constraints of this study, the focus on teaching and learning methods, and faculty and students' views only can be considered limitations of this research. Therefore, this study recommends further research into the effects of ICT on other areas of education and includes other stakeholders' perspectives, such as administrators and technicians. Also, future research could be conducted over longer periods of time than this study.25 0Item Restricted Developing and Assessing a Holistic eLearning 4.0 Model for Higher Education in Saudi Arabia(Saudi Digital Library, 2023-12) Alnassar, Mohammad; Issa, TThe lives of people worldwide have changed as a result of the rapid technological advancements in many industries. Technology has also transformed the way that knowledge is presented to students, notably throughout the eLearning 1.0, 2.0, and 3.0 stages, and has helped to diversify the teaching and learning methods applied in the education sector. According to the literature, there are few issues pertaining to the Semantic Web (eLearning 3.0) that have yet to be thoroughly examined. However, because eLearning 4.0 is the latest generation of eLearning, relatively few researchers have considered the factors and sub- factors that facilitate its implementation. The factors and sub-factors that need to be taken into account for the effective implementation of eLearning . in Saudi Arabia’s higher education sector to realise its Vision 2030 goal of achieving excellence in education and technology and address issues with the present higher education system, have attracted only a small amount of research attention. There is also a lack of models that may facilitate the successful and effective application of eLearning 4.0 in Saudi Arabia. The purpose of this study is to bridge these research gaps by offering an eLearning 4.0 model and recommendations as a road map for stakeholders in light of eLearning 4.0's relatively recent appearance. A holistic eLearning 4.0 model for higher education in Saudi Arabia will be proposed to facilitate the integration of eLearning 4.0 and its technologies in the higher education sector. This study contributes to the research field in two main ways. The first contribution of this research is a model that identifies the factors and sub-factors essential for the integration of eLearning 4.0 at institutions in Saudi Arabia. It is aligned with one of Saudi Arabia’s Vision 2030 goals: to promote education and technology based on achievable KPIs. Second, the findings of this study offer a quantitative and qualitative indication of how higher education institutions in Saudi Arabia perceive and are aware of the possible application of eLearning 4.0. Although the scope of this research was restricted to the perspectives of academic staff and students at education institutions in Saudi Arabia, the findings, model, and recommendations of this research provide guidelines regarding the factors and sub-factors that need to be taken into consideration in order to successfully implement eLearning 4.0 for stakeholders in higher education.51 0Item Restricted Resilient Leadership: A Study Connecting Saudi Vision 2030 and the Higher Education Sector(Victoria University Library, 2023-12-14) Shamlan, Abdulrahman Eidhah F Al; Kannan, Selvi; Haddad, AlbertDriven by Vision 2030, Saudi Arabia is currently undergoing a significant transformation that is characterised by extensive economic and educational reforms. As a part of this transformation, the Ministry of Education in Saudi Arabia aims to improve the quality of higher education, align it with the needs of the labour market and enhance its competitiveness with that of other developed countries. Throughout these efforts to achieve strategic national visions, new and unanticipated challenges may emerge. Resilient leadership provides organisations and institutions with the ability to effectively navigate the uncertainty that accompanies change. However, there is a lack of research on resilient leadership in Saudi Arabia’s higher education sector. To address this research gap, this study aimed to explore the presence of resilient leadership among leaders in the Saudi higher education sector to achieve transformative strategic visions, specifically, Vision 2030. The study uses a qualitative, case study approach in the interpretive paradigm. Semi-structured interviews were conducted with 18 leaders, who held the titles of deans and/or heads of departments at three Saudi public universities. The study uses NVivo for thematic analysis, which involves building themes and methods to analyse data and to explore participants’ perspectives. The findings of the study highlight the importance of resilient leadership in enabling university leaders to adapt to the changes that are caused by Vision 2030. To support Vision 2030, universities are aligning their courses and leadership practices with Vision 2030. Participants in the study employ various coping mechanisms to manage the stress that is caused by changes in the academic system. The study emphasises the importance of positive mindset practices and adaptive stress coping strategies for leaders who are facing change and pressures. In addition, sustainable social bonds, which create a safe and supportive environment in which team members can freely express their thoughts and ideas, are identified as crucial in higher education. Further, self-leadership is recognised as essential in Saudi universities because it enables leaders to manage their emotions, thoughts and behaviours, set goals, plan effectively and solve problems. Resilient leadership emerges as vital for higher education in Saudi Arabia, enabling leaders to navigate the challenges of change and, ultimately, achieve Vision 2030. The scan of studies in Saudi Arabia shows that this study is possibly the first to introduce the concept of resilient leadership in the context of Saudi higher education. Hence, the findings hold significant value for policymakers and leaders in Saudi Arabia’s higher education sector. By understanding the role of resilient leadership in achieving transformative strategic visions, they can better prepare the sector for the challenges and opportunities of the contemporary era. Policymakers are encouraged to modify existing policies to prioritise resilience training to equip leaders in the sector with the necessary skills to effectively contribute to the realisation of Vision 2030.26 0