Understanding and Implementation of Authentic Learning in Religious Class in Primary Schools in Saudi Arabia.

Abstract

Authentic learning has been acknowledged by the Saudi education authorities, however, its success depends on correct understanding and implementation by teachers and education authority supervisors. The aim of this study to identify issues in the understanding and implementation of authentic learning with a view to provide recommendations for improved authentic learning in primary schools in Saudi Arabia. The study was carried out using a qualitative approach in the form of a semi-structured interview with primary school teachers and education authority supervisors in the Mecca region of Saudi Arabia. The interview was designed to reveal issues in understanding and implementation and of authentic learning supported by document analysis. The results of the study showed that there was a lack of understanding or differences in understanding between participants about authentic learning. As for implementation of authentic learning a number of barriers were revealed which included teachers being under pressure from workloads, a lack of support from the authorities in terms of technology provision and training and development, and cultural barriers to the activities of authentic learning. However, the findings also showed that teachers had a positive attitude to overcoming these barriers through using their initiative and some even acknowledged that there is some training and development offered. Based on these findings a number of recommendations were made to those responsible in the education authorities and schools for improving understanding and implementation of authentic learning. Saudi Arabia has recognised and acted on authentic learning but more still needs to be done at both the authority and teacher level and this study has provided a number of insights into issues that can be used to inform the future direction of authentic learning in the country. Specifically, this study recommends to the Saudi education authorities that they close the disjunction between educational policy and the reality on the ground for teachers through communication and training and development, as well as making teachers more aware of training and documentation that is already available. Further recommendations included removing the barriers identified by teachers such as work load and student numbers towards more effective implementation of authentic learning.