“…As evidence in the literature suggests that educational curricula play a role in perpetuating gender-related stereotypes, which in turn hinders women's empowerment in many countries around the world, this study turns analytic attention to Saudi Arabia's high school curricula to examine representations of girls and women. While a growing body of literature exists on the impact of Vision 2030 on the economic sector (e.g., Nieva, 2015;Alkhaled and Berglund, 2018;Topal, 2019;Omair et al, 2019;Aqel, 2020;Alasgah and Rizk, 2021;Al-Qahtani et al, 2021b); as aligned with international goals (Okonofua and Omonkhua, 2021); in empowering Saudi women in tourism (Alasgah and Rizk, 2021) and higher education (Al-Qahtani et al, 2021a), few studies have examined how high school curricula aimed at girls reflect Saudi Vision 2030 goals for women's empowerment (such as Topal, 2019;Omair et al, 2019;Al-Qahtani et al, 2021a). However, these studies focused on investigating women empowerment in the economic sector.…”