Changes Required in Saudi Universities Curriculum to Meet the Demands of 2030 Vision

Abstract

The evaluation of changes required in the Saudi universities curriculum to meet the demands of 2030 vision has been focused in the study. The qualitative research design has been employed to evaluate existing issues, prevailed among the students in Saudi universities. Systematic review has been adopted as a research method to identify the gaps in existing curriculum and associated problems within Saudi Universities. The findings revealed that there are certain barriers that may influence the implementation of the vision 2030 adversely in Saudi Arabia. Therefore, recommendations based on the analysis have been made, which included future research studies to be conducted that may look into more areas of educational sector. The results represented that there are certain barriers that may influence the implementation of vision 2030 adversely in Saudi Arabia. Therefore, the study has made recommendations, which include conducting future investigations that will explore further fields.

Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

“…It has evolved into a global means of interaction for people of various racial and cultural backgrounds (Ur Rahman & Alhaisoni, 2013). English is used as a teaching medium in educational institutions in the Kingdom of Saudi Arabia (Yusuf, 2017). As a result, all public Saudi universities and institutions of higher learning require students to take an English proficiency test to be considered for admission and enrolment in their specialization of choice.…”

Planning for Transformation: A Semantic-Grammatical Based Discourse Analysis of Saudi Vision 2030

“…According to Mohammad and Alshahrani (2019), it is "one of the most important documents for Saudi Arabia in recent history" (p. 16). The selected document is examined by a few researchers, for example, Alshuwaikhat and Muhammad (2017), Yusuf (2017) and Moshashai, Leber, and Savage (2018). Alshuwaikhat and Muhammad (2017) analyzed the selected document from the sustainability perspective and reported what it needs to make the visionary dreams come true for a sustainable future.…”

An Analysis of the English Language Needs of Medical Professionals Within the Saudi Context: An Exploratory Study in Light of Covid-19 Pandemic

“…The health sector in Saudi Arabia has witnessed a swift transformation in Saudization where it is inevitable that nearly all those Saudi health and medical workers have Arabic as their first language (L1) and this mandates an exploration of the use of the medical English language amongst health and medical workers in Saudi Arabia so as to align this language proficiency with that on a global scale (Yusuf, 2017). As such, it is vital to think about the curriculum development when it comes to the English language element and this is due to the fact that curriculum development is one of the key components in the education process where curriculum developers need to align the goals and objectives of teaching English as a foreign or second language in a particular context so an optimised education outcome is achieved (Alamri, 2019;Elyas & Badawood, 2016).…”