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Articles de revues sur le sujet « Saudi education »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 7 février 2022

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1

Tayan, Bilal M. « The Saudi Tatweer Education Reforms : Implications of Neoliberal Thought to Saudi Education Policy ». International Education Studies 10, no 5 (29 avril 2017) : 61. http://dx.doi.org/10.5539/ies.v10n5p61.

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The King Abdullah Public Education Development Project or the ‘Tatweer’ education reforms were created to improve the quality of teaching and learning in Saudi Arabia. It was a response to develop generations of Saudis who would contribute to the economic well-being of the nation. The Saudi Tatweer education reforms have been important in highlighting questions about power, globalisation and divergence. Therefore, set against a background of neoliberal discourse, I will assess the influences and impact of the drivers within Tatweer – a seemingly market-driven set of education reforms. With reference to Foucauldian thought on power and governance, I will also raise some questions on whether the Tatweer reforms were rigorous and effective enough in improving the level of education within the Saudi context. Finally, I will consider the importance of Ball’s (2003) perspective on performativity, and how market forces and international influence have impacted on Saudi education policy reform.
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Abdelmoneim, I., M. Y. Khan, A. Daffalla, S. Al Ghamdi et M. Al Gamal. « Knowledge and attitudes towards AIDS among Saudi and non-Saudi bus drivers ». Eastern Mediterranean Health Journal 08, no 06 (15 décembre 2002) : 716–24. http://dx.doi.org/10.26719/2002.8.6.716.

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We explored the AIDS knowledge and attitudes of long-distance [non-Saudi] and in-city [Saudi] bus drivers in Saudi Arabia. The 69 non-Saudi drivers tended to score higher on knowledge than the 40 Saudi drivers although there were several gaps in their knowledge. As regards attitude, more Saudis knew that chastity could protect against AIDS and both groups tended to think that they were not the kind of people to get AIDS. Intensive health education and follow up is highly recommended for this sector of workers.
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Ahmed, Manail Anis. « The Effects of Saudization on the Universities : Localization in Saudi Arabia ». International Higher Education, no 86 (25 mai 2016) : 25–27. http://dx.doi.org/10.6017/ihe.2016.86.9373.

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19.5 million Saudis out of a total population of approximately 30 million are under the age of 35. Saudi Arabia is intent on localizing its workforce and providing gainful employment to these young citizens. As with all sectors, replacing foreign workers with Saudi nationals has affected the higher education industry also. This piece briefly examines the immediate implications of employment nationalization on the performance of universities, the production of research output, and most importantly the education of students in Saudi institutions. It suggests some modifications in the implementation of Saudization in the higher education landscape of the country.
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Saha, Neete. « Higher Education in Saudi Arabia ». Journal of International Students 5, no 3 (1 juillet 2015) : 317–18. http://dx.doi.org/10.32674/jis.v5i3.427.

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Institutions in the United States have been popular among Saudi students seeking post-secondary degrees. In fact, Saudi Arabia is one of the highest represented home countries of international students in the US. 44,566 Saudi students enrolled in US colleges and universities for the 2012-2013 academic year, and enrollment numbers for Saudi students have been increasing tremendously over the years (IIE, 2013). Higher education in Saudi Arabia: Achievements, challenges and opportunities (2013), edited by Larry Smith and Abdulrahman Abouammoh, provides insight into this growth. This book suggests that Saudi Arabia wants to improve its higher education system, the goal being to “…achieve ‘world-class’ standards” (p. 5). To accomplish this, Saudi Arabia has invested 160 billion USD into its budget for education.
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Alsuwaida, Nouf. « Women’s Education In Saudi Arabia ». Journal of International Education Research (JIER) 12, no 4 (3 octobre 2016) : 111–18. http://dx.doi.org/10.19030/jier.v12i4.9796.

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This paper discusses the historical, political, ideological (value), and government policies of women’s education in Saudi Arabia implicated within teaching and learning, how women’s higher education has changed over time in the realm of Saudi cultural traditions and religious norms. It also highlights the golden era of women's higher education. This paper presets a feminist theoretical framework.
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6

Phillips, Alice. « Nursing Education in Saudi Arabia ». Annals of Saudi Medicine 9, no 2 (mars 1989) : 195–97. http://dx.doi.org/10.5144/0256-4947.1989.195.

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Nader, Anita. « Special Education in Saudi Arabia ». British Journal of Special Education 7, no 4 (31 mai 2007) : 30. http://dx.doi.org/10.1111/j.1467-8578.1980.tb00501.x.

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8

Roy, Delwin A. « Saudi Arabian education : development policy ». Middle Eastern Studies 28, no 3 (juillet 1992) : 477–508. http://dx.doi.org/10.1080/00263209208700911.

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Alghamdi, Amani Khalaf, et Ali Tared Al Dossary. « Saudi education postgraduates’ (Trainee teachers’) perspectives on distance education ». World Journal on Educational Technology : Current Issues 13, no 2 (30 avril 2021) : 307–21. http://dx.doi.org/10.18844/wjet.v13i2.5715.

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The purpose of this exploratory study undertaken in Saudi Arabia is to understand how in-service and new teachers perceive distance education. The study involved nineteen male and female postgraduates who were pursuing an education master’s degree during the COVID-19 pandemic. This is a qualitative research asking participants to provide a 300-word response to the open-ended question: “How will you implement what you have learnt in your studies so that distance education can be effectively provided and convince others of the merit of this approach?” The task was presented in Arabic and the complete assignments were returned electronically. The 11,181-word corpus underwent content and thematic analyses yielding eight themes. Participants addressed issues pertinent to teaching and learning, equity in technological access and digital literacy. To make DE in Saudi Arabia successful, thorough preparation of involved parties, including educators and learners, and their digital teaching and learning skills should be mastered. Keywords: Distance education, e-learning, education postgraduates, Saudi Arabia, “Vision 2030”
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10

Al Alhareth, Yahya, Ibtisam Al Dighrir et Yasra Al Alhareth. « Review of Women's Higher Education in Saudi Arabia ». American Journal of Educational Research 3, no 1 (2 janvier 2015) : 10–15. http://dx.doi.org/10.12691/education-3-1-3.

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11

Alsulami, Sumayyah. « Toward a Constructivist Approach in Saudi Education ». English Language Teaching 9, no 12 (21 novembre 2016) : 104. http://dx.doi.org/10.5539/elt.v9n12p104.

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<p>In the way to develop the educational system in Saudi Arabia, the emphasis was only on the materials with no more attention for the role of the learner and the teacher in the learning process or even the external factors around them. However, there are many theories and approaches that may help the Saudi students in different levels to understand the real aims of learning. Constructivism is one of the most influential theories in learning but not the only one. Constructivist approach has different versions that might be applied successfully in Saudi context. This article will introduce two versions of constructivism which are cognitive and social constructivism. This approach can make a real change in learners and teachers in the circle of learning process in Saudi Arabia. Constructivism will be presented as an effective theory of knowledge can improve the educational system of Saudi Arabia.</p>
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12

Bakur, Alaa. « Hearing Foreigners’ Voices : Unprecedented Communication for Hearing Foreigners’ Voices in Saudi Arabia ». International Journal of Social Science Studies 5, no 12 (31 octobre 2017) : 1. http://dx.doi.org/10.11114/ijsss.v5i12.2747.

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After the Arab Spring uprisings, specifically the events in 2012, the Saudi Arabian Ministry of Labor inaugurated a participatory management department to engage with citizens via the introduction of new policies to meet Saudi citizens’ needs. The department adopted two approaches with which to promote citizen participation and hear and respond to the public’s voice. The approaches were social dialogue and the use of digital communication. The objective of this study is to investigate whether the Ministry of Labor allowed foreigners to participate in and engage with other Saudis to meet their interests in terms of employment, education, and other needs to enjoy the life in Saudi Arabia. The theoretical framework adopted for this paper is based on Nico Carpentier’s work. Data for the present study were collected through document analyses, in-depth interviews, and focus group discussions. The paper shows that opportunities for foreigners to engage and make their voices heard were given to specific groups. These groups, who hold various types of power, were included with ordinary Saudi citizens in terms of the level of participation given by the Saudi government. These foreigner groups were listened to because they had the power to persuade the Minister of Labor to include them with other Saudis. Additionally, ignoring these powerful foreigner groups could have lead them to act against the Saudis’ best interests, which was a main consideration of the Saudi government and Ministry of Labor.
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Alfaraidy, Hamdah Abdullah. « Factors Influencing Saudi Parents’ Choice of International Schools in Saudi Arabia ». Journal of Research in International Education 19, no 3 (décembre 2020) : 220–32. http://dx.doi.org/10.1177/1475240920976259.

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The Saudi Ministry of Education has recently begun to allow all Saudi families to enroll their children in international schools. The international curriculum offered by such schools represents a notably different choice compared with Saudi traditional public and private schools, both of which teach the same state-mandated curriculum. As a result of the change, there has been a surge in demand for international education; the number of schools has increased rapidly, and there has been a steady “student leak” towards them and away from traditional schools. Little is known about why Saudi parents choose to enroll their children in international schools. We explored this question by surveying 431 Saudi parents of children attending such schools to identify the main factors contributing to their choice. Although all factors examined were important to parents, curriculum and overall school quality emerged as the most important; socioeconomic status was not influential in their decisions.
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14

Pavan, Annalisa. « Saudi Arabia Approaching 2030 : The Shift from Quantitative to Qualitative Ambitions in Education, Enhancing Human Development ». International Research in Higher Education 2, no 2 (26 mai 2017) : 8. http://dx.doi.org/10.5430/irhe.v2n2p8.

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This paper has 3 goals. Firstly, to explain how since its establishment in the 1920s, the modern Kingdom of Saudi Arabia has always strongly encouraged and supported scholarships for those citizens who wished to study abroad. Secondly, to explore how education and higher education are seen and supported in Saudi Vision 2030, the National Transformation Program (NTP) and the Saudi national budget 2017. New strategies and plans for progress in Saudi Arabia include education as a major tool for the human development of the Saudi nation. And thirdly, to address the following questions: what can the European Union learn from Saudi higher education policies? How do the Saudi Arabian Way to Knowledge Society and the Europe of Knowledge differ?
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15

Batterjee, Adel A. « Intelligence and Education : The Saudi Case ». Mankind Quarterly 52, no 2 (2011) : 133–90. http://dx.doi.org/10.46469/mq.2011.52.2.1.

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16

Prokop, Michaela. « Saudi Arabia : The politics of education ». International Affairs 79, no 1 (janvier 2003) : 77–89. http://dx.doi.org/10.1111/1468-2346.00296.

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17

Dare, Lynn, Elizabeth Nowicki et Huda Felimban. « Saudi children’s thoughts on inclusive education ». International Journal of Inclusive Education 21, no 5 (10 août 2016) : 532–43. http://dx.doi.org/10.1080/13603116.2016.1218948.

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18

Alghadir, Ahmad, Hamayun Zafar, Zaheen Ahmed Iqbal et Shahnawaz Anwer. « Physical therapy education in Saudi Arabia ». Journal of Physical Therapy Science 27, no 5 (2015) : 1621–23. http://dx.doi.org/10.1589/jpts.27.1621.

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19

Perkins, Mary T. « Nursing Inservice Education in Saudi Arabia ». Journal of Continuing Education in Nursing 16, no 2 (mars 1985) : 44–46. http://dx.doi.org/10.3928/0022-0124-19850301-04.

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20

Badghish, Saeed. « Measuring Values Importance of Saudi Consumers ». International Journal of Marketing Studies 8, no 6 (28 novembre 2016) : 115. http://dx.doi.org/10.5539/ijms.v8n6p115.

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<p>This study examines the priority of values affecting the behaviour of local consumers in the Saudi Arabian hospitality industry. The sample consists of Saudi nationals who have stayed in a hotel in Saudi Arabia. A review of the literature provides studies of values and demographic factors that could lead to differences in behaviour between gender (male vs female) and education (educated vs less-educated). There is currently little understanding of whether, or how, Saudis from different socio-cultural environments, represented in this study with different demographic profiles, differ in their values. This study considers whether there are any such differences linked to these demographic differences. The research uses a quantitative online survey based on established constructs of Kahle’s List of Values. Data were analysed in SPSS using descriptive statistics, independent samples <em>t</em>-tests, and regression analysis. This quantitative study finds that there are significant differences in the value of excitement, warm relationships with others, and fun and enjoyment were noted according to education level; also the value of self-fulfillment according to gender.</p>
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21

Alturkostany, Mutabar, et Mizuho Iinuma. « Exploring the Education History of Saudi Woman ». International Journal for Innovation Education and Research 9, no 8 (1 août 2021) : 93–112. http://dx.doi.org/10.31686/ijier.vol9.iss8.3266.

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Female education in Saudi Arabia, along with the accompanied historical events, represents an interesting story of success. This education started with modest capabilities and tools, and used old traditional styles. Later, it evolved into modern education that utilizes latest technologies, and employs updated teaching strategies. This paper discusses and identifies the significant milestones in the development history of Saudi female education by investigating deeper in its history.
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22

Ahmed, Manail Anis. « Outward Mobility of Saudi Students : An Overview ». International Higher Education, no 83 (2 décembre 2015) : 19–20. http://dx.doi.org/10.6017/ihe.2015.83.9084.

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Since 1927, the Kingdom of Saudi Arabia has continuously committed substantial sums of money—and corresponding amounts of energy and effort—into educating its citizens abroad. From the first six students to be sent to Cairo to acquire higher education, to the currently almost 200,000 students studying a wide variety of disciplines across the world, this phenomenon has come a long way indeed. In addition, due to a booming economy and high per capita income, many Saudi families can privately afford to send their wards of university age to study abroad. This article provides a brief survey of the latest figures released by the Saudi Ministry of (formerly Higher) Education with regard to Saudi students’ outward mobility, reviewing trends for scholarship and privately-funded students by destination country, field of study, and academic level. It also briefly examines the inclusion of large numbers of Saudi female students in this cohort, and the accompanying social and cultural implications of this trend on the Kingdom of Saudi Arabia.
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23

Al Alhareth, Yahya, Yasra Al Alhareth et Ibtisam Al Dighrir. « Review of Women and Society in Saudi Arabia ». American Journal of Educational Research 3, no 2 (28 janvier 2015) : 121–25. http://dx.doi.org/10.12691/education-3-2-3.

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24

Zaini, Rania G., Khalid A. Bin Abdulrahman, Abdulaziz A. Al-Khotani, Abdol Monem A. Al-Hayani, Ibrahim A. Al-Alwan et Saddig D. Jastaniah. « Saudi Meds : A competence specification for Saudi medical graduates ». Medical Teacher 33, no 7 (22 juin 2011) : 582–84. http://dx.doi.org/10.3109/0142159x.2011.578180.

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25

Arafeh, Alia K. « Insights into Saudi Female International Students ». Journal of International Students 10, no 4 (15 novembre 2020) : 1087–102. http://dx.doi.org/10.32674/jis.v10i3.1111.

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This study explored the transition experiences of 10 Saudi female international students when they made the decision to study and live in the United States. The transition theory provided the theoretical foundation for understanding how Saudi female sophomore students progressed through moving to a Midwestern university. Ten in-depth individual interviews followed by a focus group interview with four of the participants elicited their reflections about their transition experiences evolving over time and the coping strategies they employed to facilitate their transition. The themes that emerged from data analysis emphasized the positive experiences of Saudi females in the United States, the importance of fathers’ support, desire to go back to Saudi Arabia upon graduation, and the several resources Saudi females sought other than campus support.
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Abalkhail, Jouharah M. « Women and leadership : challenges and opportunities in Saudi higher education ». Career Development International 22, no 2 (8 mai 2017) : 165–83. http://dx.doi.org/10.1108/cdi-03-2016-0029.

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Purpose The purpose of this paper is to examine women managers’ perceptions of forces influencing their career progression to leadership positions in Saudi Arabian higher education (HE). Design/methodology/approach A qualitative, interpretive approach is adopted for analysing in-depth interviews with women managers in Saudi HE. Findings The findings of this study provide an in-depth understanding of Saudi women’s experience in management in HE. This study shows that women face a number of challenges preventing them from achieving equitable representation in leadership positions; conversely, they do have some opportunities which help them in their careers. Additionally, it provides more explanation of how the macro factors trickle down to the organizational level to shape organizational process and practices, and have an impact on women accessing leadership positions. Furthermore, this study suggests that socio-cultural background does matter when studying women in management in the Saudi context. Research limitations/implications The paper, mainly focussing on women managers in Saudi HE, gives a clear picture of women’s careers and influencing factors. Practical implications The research has implications for government and other related institutions to formulate effective policies and appropriate strategies to help Saudi women access leadership posts. Originality/value The novelty of this paper is in its focus on the under-researched topic of careers of Saudi women managers. The paper is also valuable as it emphasizes the societal context for researchers wishing to study women’s careers in the Arab world.
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Alsoliman, Badr Salman H. « The Utilization of Educational Robotics in Saudi Schools : Potentials and Barriers from the Perspective of Saudi Teachers ». International Education Studies 11, no 10 (27 septembre 2018) : 105. http://dx.doi.org/10.5539/ies.v11n10p105.

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Objective: The study aims to determine the barriers and potentials of educational robotics in Saudi schools based on the perceptions of Saudi school teachers. Methods: Both qualitative and quantitative research approaches were opted to assess the aim of the study. An open-ended survey has been conducted among the teachers, who use robotics in their teaching practices. Chi-square test was applied to evaluate the significance of participant&rsquo;s opinion and the association between their characteristics and responses to the survey items. Thematic analysis was further used to evaluate the results qualitatively. Results: Lack of knowledge was observed regarding robotics&rsquo; application in education. Utilizing robots in education has a positive impact on students&rsquo; education in Saudi schools. Lack of skills, knowledge, teaching strategies, incentives, adequate infrastructure and policies related to the use of robotics were evaluated as some barriers. Conclusion: Saudi government engaged with the ministry of education must put more efforts to promote the use of robotics in Saudi educational system.
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Almushayqih, Huda A. « The Role of the Addressee and Gender Diversity in Greeting Behavior in the Saudi Context ». English Language Teaching 13, no 6 (15 mai 2020) : 1. http://dx.doi.org/10.5539/elt.v13n6p1.

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The current paper investigates verbal and nonverbal greeting behaviors in the Saudi context. The study aims to identify how Saudi males and females greet their parents, grandparents, siblings, and friends, and what role the addressee plays on the performance of the greeting behavior. The study further distinguishes the similarities and differences between Saudi males and females in their greeting behavior. This study is a mixed method study that adopts qualitative and quantitative methodologies. The participants of the study are 72 Saudi adults, 50 females and 22 males. The findings show that Saudis accommodate their greeting behavior according to their addressee&rsquo;s gender, age, social (familial) status, and social distance. Moreover, the findings revealed that males and females vary in the way they greet their relatives and friends. This variation is interpreted in the light of previous studies. This study provides some practical implications for the successful and meaningful greeting as well as successful interactions.&nbsp;
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Yakaboski, Tamara, Karla Perez-Velez et Yousef Almutairi. « Collectivists’ Decision-Making : Saudi Arabian Graduate Students’ Study Abroad Choices ». Journal of International Students 7, no 1 (1 janvier 2017) : 94–112. http://dx.doi.org/10.32674/jis.v7i1.247.

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The authors in this qualitative study explored how Saudi Arabian students Saudi Arabiaselected a teaching focused research institution by examining Kingdom of Saudi Arabia and U.S. national influences, institutional factors, and personal influencers. Despite the continued rise in Saudi Arabian students studying at U.S. universities, limited published research exists on this unique student population. This study on Saudi graduate students reconceptualizes the homogenous perspectives on international student mobility. It demonstrates that study abroad decisions are not made from just push-pull or economic factors but through culturally specific social processes involving various actors both in and beyond their home country as well as intermediaries that is indicative of a more collectivist society.
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Alghamdi, Amani K. Hamdan, et Wai Si El-Hassan. « Interdisciplinary Inquiry-based Teaching and Learning of Sustainability in Saudi Arabia ». Journal of Teacher Education for Sustainability 22, no 2 (1 décembre 2020) : 121–39. http://dx.doi.org/10.2478/jtes-2020-0020.

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Abstract Saudi Arabian citizens, including university students, are in an interesting and precarious situation – they care for sustainability, but their economy thrives because of oil production. This study used an author-developed instrument to briefly explore 135 Saudi university students’ (nine disciplines) knowledge, awareness, evaluation and convictions of how to facilitate the nation to achieve sustainable development goals (SDGs) per Vision 2030 despite living in an oil-based economy. Within this context, the paper then reports 31 female Saudi pre-service teachers’ (also university students) experience with and reaction to using inquiry-based learning (IBL) to teach sustainability. Their feedback as emergent educators is invaluable for Saudi initiatives concerned with Education for Sustainability (EfS). Study participants were from Saudi’s Eastern Province (convenience and snowball sampling) with data collected in fall 2019. Recommendations include integrating IBL into teacher education, supporting IBL with Saudi cultural and religious practices, and communicating anthropogenic impact to Saudi citizens.
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Eman-Nafa, Aljaghthami, et Noormala Amir Ishak. « Saudi Arabia Women Teachers’ Psychological Capital towards Work Engagement ». Journal of International Business, Economics and Entrepreneurship 1, no 1 (31 décembre 2016) : 39. http://dx.doi.org/10.24191/jibe.v1i1.14468.

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Education in Saudi Arabia is ranked at number 84 in the Global Competitiveness Report 2016 -2017. In Saudi Arabia, most female teachers work in segregated public or private schools for female students. Through past research, it was reported that in Saudi Arabia, the overall ratio of engaged employees in Saudi Arabia is lesser than the world’s average rate. The study examined the link between psychological capital and work engagement of these women teachers. 414 questionnaires were obtained from Saudi women teachers from three main cities in Saudi Arabia-Jeddah, Riyadh and Dammam. The findings revealed that psychological capital has an influence on work engagement on Saudi women teachers and the Ministry of Education in Saudi needs to invest in further improving and developing their performance towards achieving its education goals and put the country at par with other countries of the same income level and cultural background.
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Alghamdi, Amani K. H., Wai Si El-Hassan, Arif A. M. H. Al-Ahdal et Ahmed A. Hassan. « Distance education in higher education in Saudi Arabia in the post-COVID-19 era ». World Journal on Educational Technology : Current Issues 13, no 3 (31 juillet 2021) : 485–501. http://dx.doi.org/10.18844/wjet.v13i3.5956.

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COVID-19 has changed the field of education. This paper aimed to re-envision the post-pandemic higher education landscape in Saudi Arabia. This study employed descriptive-qualitative research design. Twenty postgraduates completed a journal task at a public university in the Eastern Province of Saudi Arabia. The responses revealed their first-hand experience of multi-sectorial communities caused by the COVID-19 lockdown, including students, parents and teachers. Results showed that there are seven positive and eight negative impacts of emergency distance education caused by the pandemic lockdown and various themes have emerged, including Social and Educational. To succeed in the post-pandemic era, teachers need to acquire online pedagogical content knowledge and teaching strategies, conduct effective student evaluation and engage students in both virtual and in-person labs and classrooms. This study contributes to quality access of students toward online learning in countries, where distance education is still in its infant stage, such as Saudi Arabia. Keywords: Distance education, post-secondary education, teacher training, teaching strategies, networked learning
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Alotaibi, Mutlaq B. « Determinants of Mobile Service Acceptance in Saudi Arabia ». International Journal of E-Services and Mobile Applications 5, no 3 (juillet 2013) : 43–61. http://dx.doi.org/10.4018/jesma.2013070103.

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This paper identifies factors that determine user acceptance of the mobile version of the stock exchange system in Saudi Arabia (Tadawul). It examines the conditions under which users use Mobile Tadawul (M-Tadawul), the findings will provide an in-depth understanding of the mobile financial services for developers, potential users and Information Technology (IT) managers. The study proposed a theoretical framework based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model. To meet the aims of this study, the model utilized the major UTAUT constructs, these were moderated by three factors: age, gender and education. M-Tadawul characteristics were included as a major determinant of acceptance and use. A questionnaire was devised (and sent to 442 Saudis) to measure M-Tadawul acceptance and use facilitators. The results suggest that behavioural intentions towards the use of M-Tadawul can be predicted by performance expectancy, effort expectancy, social influence and M-Tadawul characteristics. The findings also indicate that the effect of predicting variables is mediated by gender, age and education. Studying the moderating effect of education in developing countries as well as applying heuristics evaluation of mobile services in Saudi Arabia would therefore merit further investigation.
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Bajri, Ibtesam AbdulAziz, et Nada Abdulmajeed Lashkar. « Saudi Gender Emotional Expressions in Using Instagram ». English Language Teaching 13, no 5 (23 avril 2020) : 94. http://dx.doi.org/10.5539/elt.v13n5p94.

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There are plentiful studies exploring gender emotional differences. Gender and emotion stereotypes make people believe that there are certain emotions associated with each gender and this is supported by many studies. The purpose of this research is to analyze the emotional expressions of Saudi men and women in Instagram, a social networking service. This paper aims to explore the Saudi differences of emotional expressions. Also, if gender emotion stereotypes apply on these expressions or not. Data is collected through corpus analysis of Arabic comments for a certain post on Instagram. The results of this study demonstrate that there are differences in Saudis&#39; expressions of emotions in which each gender uses different expressions. Additionally, gender stereotypes of emotions are applied to their emotional expressions that is men express negative emotions more while women express positive emotions. Another result is that women are found to be more emotional than men. Overall, the findings contribute to increase understanding of online emotional expressions of both Saudi genders.
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Aljaber, Abdullah. « E-learning policy in Saudi Arabia : Challenges and successes ». Research in Comparative and International Education 13, no 1 (mars 2018) : 176–94. http://dx.doi.org/10.1177/1745499918764147.

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E-learning is a sector of Saudi Arabian education that is witnessing significant growth, particularly in higher education. This article aims to provide a historical overview of the development and evolution of e-learning in Saudi Arabia. With the Ministry of Higher Education at the core of education and e-learning, the article will explore recent e-learning-related developments in King Saud University, King Faisal University, King Abdulaziz University and the Saudi Electronic University. As part of this analysis, the article will explore the challenges that are being encountered and the strategies that each of these institutions is implementing to support and develop e-learning. It is equally important to evaluate the role played by international partners, particularly the UK and the US, in supporting e-learning financially, socially and technologically. The Kingdom of Saudi Arabia has obtained significant support from the US and UK, with both countries contributing to the establishment of an integrated model for e-learning curriculums and information management systems in Saudi Arabia. Finally, this analysis explores the growth potential of e-learning and the efforts being made to support Saudi Arabia’s growing university student population. The article includes an exploration of the methods of evaluating, securing and modifying the current systems.
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Alzhrani, Nesreen, et Miriam Alkubaidi. « Causes of Paradigm Shift from EFL to ESL in Higher Education in Saudi Arabia ». International Journal of Education 12, no 4 (13 novembre 2020) : 38. http://dx.doi.org/10.5296/ije.v12i4.17652.

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The use of English as a Foreign Language (EFL) in Saudi Arabia does not appear to continue in the coming years on account of its strong commitment towards the 2030 vision that aims to reformulate and restructure the foundations of the social and economic fabric of the Saudi society. The Arabic language holds its significance in the society due to being a religious language. The current review has analyzed the paradigm shifts from EFL to ESL in higher education in The Kingdom of Saudi Arabia and predicted the future of English in Saudi Arabia. The major challenge that policymakers may encounter would be how to localize education of English language to meet the Saudi norms and standards of learning while at the same time modernize and internationalize the higher education through western theoretical knowledge and the English language. Suggestions regarding these aspects may direct individuals involved in language planning in Saudi Arabia.
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Alaamer, Abdulaziz S. « Radiography Education and Training in Saudi Arabia ». Open Journal of Radiology 02, no 04 (2012) : 134–40. http://dx.doi.org/10.4236/ojrad.2012.24025.

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Helfand, William H., Jan Lazarus et Paul Theerman. « Saudi Nutrition Education for Pregnant Women, 1988 ». American Journal of Public Health 91, no 10 (octobre 2001) : 1591. http://dx.doi.org/10.2105/ajph.91.10.1591.

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A-Shami, Mohammad, et Rabie Bashir. « Organizing Early Childhood Education in Saudi Arabia ». Journal of King Abdulaziz University-Educational Sciences 1, no 1 (1988) : 3–18. http://dx.doi.org/10.4197/edu.1-1.1.

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Al-Hashem, Anwar. « Health Education in Saudi Arabia : Historical overview ». Sultan Qaboos University Medical Journal 16, no 3 (19 août 2016) : e286-292. http://dx.doi.org/10.18295/squmj.2016.16.03.004.

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Khurshid, Zahiruddin. « Continuing Education for Catalogers in Saudi Arabia ». Cataloging & ; Classification Quarterly 41, no 3-4 (6 avril 2006) : 461–70. http://dx.doi.org/10.1300/j104v41n03_14.

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AL Rawaf, Haya Saad, et Cyril Simmons. « The Education of Women in Saudi Arabia ». Comparative Education 27, no 3 (janvier 1991) : 287–95. http://dx.doi.org/10.1080/0305006910270304.

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Mohammed, Khadijah, Bashayer Ali et Azrilah Abdulaziz. « Total Quality Management in Saudi Higher Education ». International Journal of Computer Applications 135, no 4 (17 février 2016) : 6–12. http://dx.doi.org/10.5120/ijca2016908245.

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Alwadie, Adnan D. « Online Continuing Medical Education in Saudi Arabia ». Performance Improvement 52, no 1 (janvier 2013) : 24–28. http://dx.doi.org/10.1002/pfi.21318.

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Saleh, Mahmoud Abdullah. « Development of higher education in Saudi Arabia ». Higher Education 15, no 1-2 (1986) : 17–23. http://dx.doi.org/10.1007/bf00138089.

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Rugh, William A. « Education in Saudi Arabia : Choices and Constraints ». Middle East Policy 9, no 2 (juin 2002) : 40–55. http://dx.doi.org/10.1111/1475-4967.00056.

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Alshehri, Saad Zafir. « Health-promoting initiatives in Saudi higher education ». Health Education 119, no 5/6 (5 juillet 2019) : 366–81. http://dx.doi.org/10.1108/he-12-2018-0067.

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Purpose The purpose of this paper is to understand if effective road safety education is being provided to students by embedding educational programmes within a curriculum framework. Design/methodology/approach A qualitative methodology was used to gain in-depth understanding of the health-promoting initiatives of Saudi Arabian universities and colleges in preventing risky driving behaviour among students. Interviews were used to collect data from 11 faculty members. Findings Results suggest that educational programmes for changing the risky driving behaviour of students are still in their infancy. The findings raise questions about road safety and driving. While initiatives are being taken for promoting awareness within educational institutions on road safety, there is still a lack of awareness of traffic regulations and signs. Originality/value Since there is a paucity of research on health promotions specifically related to aberrant and risky driving in the Kingdom, this paper adds value to educators and policy-makers.
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Unnisa, Syeda Taj. « E-Learning in Saudi Arabia's Higher Education ». Kuwait Chapter of Arabian Journal of Business and Management Review 4, no 2 (octobre 2014) : 152–57. http://dx.doi.org/10.12816/0018940.

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Jradi, Hoda, Amal Zaidan et Ali M. Al Shehri. « Public health nursing education in Saudi Arabia ». Journal of Infection and Public Health 6, no 2 (avril 2013) : 63–68. http://dx.doi.org/10.1016/j.jiph.2012.11.002.

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Bojulaia, Maryam, et Brandy Pleasants. « Saudi High School STEM Teachers’ Understanding and Practices of Creativity in the Classroom ». Journal of Research in Science Mathematics and Technology Education 4, no 3 (18 août 2021) : 179–203. http://dx.doi.org/10.31756/jrsmte.432.

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Creativity is a fundamental skill that needs to be promoted in order to develop individuals’ economic and social status. Formal education is an appropriate place to enhance creativity. Therefore, international governments and educational administrators have been paying more attention to creativity in the educational context. In contrast, there are many concerns regarding the lack of students' creative thinking. In particular, the Saudi Ministry of education acknowledged that their educational system struggles with a weak environment that hinders creativity. Thus, the Saudi Ministry of Education aims to enhance creativity as one of its main educational goals of the Saudi 2030 vision. This paper aims to assess Saudi high school STEM teachers’ understanding of creativity, as they are a key component for enhancing creativity in the school environment. The study was conducted in Saudi Arabia with nine Saudi high school STEM teachers. The qualitative data collection strategy included semi-structured interviews. The analysis approach was a priori coding based on the review of the theoretical foundations for creativity and innovation in European education. The analysis shows that Saudi high school STEM teachers have various definitions of creativity. Participants valued creative students by providing opportunities and establishing positive relationships with them. Teachers claimed they practiced creativity through instructional practices that engage students’ participation in the learning process. Participants were not satisfied with their professional development or the technical support provided by the Saudi Ministry of Education. The study results suggest further exploration and recommendations that enrich the research area of creativity in STEM education.
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