Perceptions of Saudi university graduates on employability skills in the Saudi curriculum and teaching practices: A questionnaire-based study

Abstract

One of the key and current issues Saudi Arabia has been facing is the increasing unemployment, which is partially fuelled by the mismatch between graduate skills and the employer’s employment requirements and qualifications. This problem coincides with Saudi’s adoption of Vision 2030 where the key aim has been to redesign Saudi’s education by integrating the curriculum with crucial skill factors that can help students and graduates transform Saudi from an oil-dependent economy to a skill-dependent economy. With Saudi Arabia’s increasing focus on aligning higher education with dynamic labour market needs, this study explores university graduates’ perspectives on the integration of employability skills into curricula and teaching practices. While existing research concentrates on employer demands, insights from graduates’ skill development journeys remain limited. This quantitative study surveyed 187 Saudi graduates to address this gap. These graduates were drawn from different groups across Saudi Arabia where primary inclusion criteria were being a Saudi university graduate, weather they are employed or unemployed. Quantitative research was founded on the premise that it is possible to quantify some events, supported by probability sampling, in which each member of the target population has an equal chance of being chosen. Participants for this study were recruited utilizing a random sample method, first using online platforms and subsequently through a snowball strategy that involves reaching out to a wide range of Saudi university graduates. Analysis of Likert-scale questionnaire data using descriptive statistics provided insights into graduates’ perceptions of skill importance, preparation confidence, teaching efficacy, and curricula relevance for employability. Findings reveal strong recognition of critical skills like communication and teamwork, but lower confidence in competencies like creativity and emotional intelligence. While reasonably satisfied with curricular skills integration, graduates see room to improve teaching practices and consistency in development opportunities across domains. Targeted initiatives addressing perceived gaps, informed by graduates’ perspectives, can strengthen alignment between university preparation and dynamic workplace requirements. One of the key recommendations is to integrate interdisciplinary modules focused on design thinking, emotional intelligence development, and creative problem-solving which will play a crucial role providing students with well-rounded and holistic skillsets. This pioneering study provides vital baseline understanding of graduates’ employability education experiences to inform policies, curricula, and teaching practices aimed at enhancing graduate outcomes.