Saudi Economic Vision 2030 on Science Instruction: An Investigation of Saudi Arabian Science Teachers’ Beliefs about the Flipped Classroom Strategy

Abstract

A key pillar of the Saudi Economic Vision 2030 is encouraging digital transformation in the nation. We explored the beliefs of Saudi Arabian secondary school science teachers about their use of the flipped classroom strategy in their classrooms. The purpose of this study was to explore the beliefs of Saudi Arabian secondary school science teachers about their use of the flipped classroom strategy as active learning approach. Thematic analysis of data (field observations, interview transcripts, focus group transcripts, and artifacts) revealed a mixed beliefs system held by science teachers regarding their use of the flipped classroom strategy and their efforts to bring their instruction in line with the Saudi Economic Vision 2030. Predominant among these categories of beliefs was teachers’ beliefs about science instruction using the flipped classroom strategy; this was followed by their beliefs about students and student learning and beliefs about self as teacher and finally beliefs about how their science instruction coheres with the Saudi Economic Vision 2030. This study’s findings demonstrated the existence of and an over-reliance on mixed beliefs directly related to science instruction and to the self as a science teacher. The existence of and over-reliance on these mixed beliefs shows a repeated emphasis on the influence of beliefs in influencing teaching in science classrooms. Further, the findings of the study demonstrate the need for the Saudi Vision to consider teachers beliefs as a determinant for successful implementation instead of simply imposing the reform requirements on teachers. Most importantly, it is necessary to tailor professional development to discover and characterize teachers’ beliefs regarding science instruction as a key part of reforms prescribed by the Saudi Economic Vision 2030.