INTEGRATING LEARNER-CENTERED TEACHING PRACTICES WITH SAUDI ARABIA’S NATIONAL CURRICULUM IN EARLY CHILDHOOD EDUCATION: A MIXED METHODS STUDY

Abstract

This study explores how early childhood educators in Northern Saudi Arabia implement learner-centered teaching (LCT) within the framework of the National Curriculum. Employing an explanatory sequential mixed-methods design, the research first collected quantitative data via a survey of 260 teachers, followed by qualitative data through interviews with eight participants. The integrated findings offer a comprehensive understanding of how LCT is practiced in early childhood education. The findings reveal that educators generally recognize the benefits of LCT, particularly in fostering independent learning, critical thinking, and active student participation. Teachers reported using strategies such as open-ended questioning, collaborative learning, and activity-based instruction to support diverse learning needs. However, several barriers hindered full implementation, including large class sizes, limited resources, insufficient professional development, and inconsistent administrative support. Qualitative insights highlighted teachers’ efforts to adapt the National Curriculum in ways that align with student interests and inquiry-based approaches. Many educators view the curriculum as flexible and capable of accommodating child-centered methods. Despite the availability of training opportunities, professional development was often voluntary, leaving gaps in teachers’ preparedness for effective LCT integration. Support mechanisms such as peer collaboration, both online and in-person training, and administrative facilitation of experiential learning activities were also noted. Nevertheless, the inconsistency in access to these supports points to the need for more structured and mandatory professional development programs. Overall, the study underscores both the promise and challenges of implementing learner-centered teaching in early childhood education in the region. While teachers are conceptually aligned with LCT principles, practical constraints and limited institutional backing hinder their ability to apply these methods consistently. These findings suggest a need for policy enhancements that prioritize resource allocation, compulsory teacher training, and structural support to promote meaningful adoption of LCT across early childhood settings.