Guillen, VictorAlanazi, Maryam2025-12-022025https://hdl.handle.net/20.500.14154/77268English has become central to Saudi Arabia’s education plans under Vision 2030, where it is seen as a tool for preparing graduates for the global job market while maintaining Arabic culture. Previous studies have mostly looked at student outcomes or broad policy goals, but the views of lecturers who put these reforms into practice are often missing. This dissertation explores how English lecturers at a Saudi university perceive programme development and whether these programmes align with Vision 2030. The study uses a qualitative design with an open-ended questionnaire adapted from earlier work. Eight lecturers took part, sharing views on programme goals, curriculum development, institutional support, cultural identity, teacher agency, and professional development. Their responses were analysed using thematic analysis following Braun and Clarke’s (2006) six-step framework, to capture both common patterns and individual experiences. The results show that lecturers recognise the importance of Vision 2030 and see clear changes in English programmes, such as more focus on communication, workplace skills, and academic writing. At the same time, they report challenges, including limited institutional support, weak professional development, and tensions between English and Arabic. While most lecturers did not feel restricted by their institutions when applying the changes for Vision 2030, one respondent reported facing challenges. Others saw space for innovation and adaptation. The study concludes that while Vision 2030 has influenced English teaching in important ways the success of these reforms depends on how lecturers understand and implement them in their own contexts. Their views highlight the need for stronger institutional support and training, as well as programmes that balance global needs while keeping the local identity. These findings could add to academic discussions and may help policymakers and university leaders to connect the national goals with classroom realities.94enVision 2030Curriculum DevelopmentTeacher AgencyProfessional DevelopmentCultural IdentityThesis