Date of Paper/Work
Doctor of Education in Leadership (Ed.D.)
Type of Paper/Work
Eleni Roulis, Lujain Mandourah, May Al Alqahtani
This qualitative study investigates the teaching practices of university professors in Saudi Arabia and their impact on the students’ learning. To this end, the exercise seeks to observe and analyze the perceptions of the teaching methods used by Saudi university professors in relation to engaging students and developing critical thinking skills. A review of earlier studies on the nature of Saudi education revealed that educators use didactic teaching methods that promote rote learning and last-minute studying of notes. There is little meaningful teacher-student interaction to promote quality outcomes, including the ability to think critically and solve problems. These teaching methods are inadequate in the present day to prepare graduates for a globalized economy. In this respect, this study analyzed the teaching practices in Saudi Arabia based on the Banking Model and provide recommendations on how to improve them based on the Constructivist Learning Theory. The data collection methods were used in the study entail conducting interviews with both faculty professors and students as well as observing the classrooms in King Saud bin Abdul-Aziz University for Health Sciences. The data collected analyzed based on the Grounded Theory Approach. Thus, the findings and recommendations resulting from this research was improve the quality of learning outcomes, enabling Saudi graduates to compete at an international level and help the country achieve the Saudization Vision 2030 agenda.
Professors, students, banking model, constructivist learning theory, Saudi Arabia, critical thinking
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Eissa, Raam, "Teaching Practices of University Professors in Saudi Arabia: The Impact on Students’ Learning" (2020). Education Doctoral Dissertations in Leadership. 149.