The educational system in Saudi Arabia has improved enormously by many means, including the adoption of new education programmes and research and development initiatives. Recently, the higher education sector in Saudi Arabia has emerged as one of the fields in which investments in blockchain-based systems and services are desirable. Distributed ledger technologies, such as blockchain technology have recently gained prominence as it is considered a technological revolution. Yet, with all these facts, there are a variety of issues and important changes occurring in Saudi higher education, in terms of its capacity, research impacts, international links and graduate outcomes. Accordingly, the research selected the education sector that has emerged as one of the fields in which investments in blockchainbased systems and services are desirable, specifically in developing countries.

This research aims to leverage blockchain-based technology in higher education systems in Saudi Arabia, particularly the ‘certification process’, which is the process of generating and verifying learners’ certificates. The focus of this research is on investigating secure, acceptable blockchain-based certification systems that certainly increase awareness about the huge importance of this revolution. This includes the influential factors for users accepting the system and proposing a Decentralized Application for Smart Certificate (DASC).

The users’ acceptance of this idea and system is examined using a proposed novel conceptual model indicating the main influential factors affecting user acceptance. To develop the conceptual model, the author first reviewed the extant and commonly used theories in analysing the acceptance usage of technologies along with the nature of blockchain component-related literature to identify the main factors surrounding blockchain technology adoption.

This research consists of two main studies. The first study investigated the target user’s acceptance of the adoption of blockchain in the certification process of the higher education sector. The second study is an experimental study to test the proposed smart certificate system’s prototype (DASC) by collecting target users’ feedback. This research focused on blockchain as an innovation that offers a new paradigm for data integrity, reliability, and authenticity in the certification process in higher education sector. This research supports the Saudi Arabian vision that seeks to build an education system that satisfies market needs and provides sustainable technological opportunities for educational systems. Thus, this thesis proposes an architectural design for validating and sharing a certification system that will guarantee the authenticity of shared higher education certificates by providing high privacy and security aspects in a blockchain network. The contributions of this research will enhance the idea of deploying blockchain in the higher education sector in developing countries, which is expected to be beneficial as it solves some existing issues with the certification process. This research has made several key contributions, including a novel conceptual model to identify the key factors that affect the user’s acceptance of adopting blockchain in the certification process. Consequently, in terms of the theoretical implications, this research emphasises the significance of such hypothesized relationships when performing empirical research in the blockchain technology context.

Fluent reading is necessary for any future learning, regardless of discipline. However, dyslexia is a universal reading impairment in which each individual with dyslexia has a set of fundamental reading difficulties that make this fluency challenging to achieve. Human-Computer Interaction (HCI) interventions have become more prevalent in the last couple of decades in addressing dyslexia, where they have been presented to students to help overcome their difficulties. Thus, this thesis presents a novel game-based mobile application that has been designed and developed to increase reading skills for dyslexic students at primary schools in Saudi Arabia. This thesis evaluates the effectiveness of the proposed application by conducting two studies in primary schools in Saudi Arabia. From the studies’ findings, it can be seen that the proposed game-based mobile application aids in improving reading skills for dyslexic students. Additionally, the studies showed very positive behaviours towards the proposed mobile application, leading to a high level of satisfaction. Thus, it is considered a supportive tool to enhance students with dyslexia to overcome their reading difficulties and effectively promote the learning process. This work has provided key contributions, including the creation of the novel educational application for dyslexic students learning Arabic and a distinct evaluation approach and methodology.

The purpose of this research is to examine the effect of a novel mobile education application that uses Universal Design for Learning (UDL) and digital storytelling on the reading fluency, comprehension, engagement and satisfaction of children learning to read Arabic. For the purpose of this research, an interactive mobile learning application was developed based on the idea of targeting learners’ individual needs, where students progress from reading single words to sentences and creating their own stories and sharing them on a bespoke website. The participants for this study were second-year primary school children, their parents and their Arabic language teachers from different primary schools in Saudi Arabia. Due to the closure of the schools in Saudi Arabia as a result of the Covid-19 pandemic, this study was conducted online. This study employed both qualitative and quantitative approaches to measure the effectiveness of the interactive tool and to obtain knowledge about the pupils' technological backgrounds. The qualitative approach involved online semi-structured interviews for the teachers and online observations of children interacting with the application. The quantitative approach is based on online questionnaires for both the children and their parents to obtain opinions about the system, while the parent survey also examined the children’s prior knowledge of using technology and the home literacy environment. Additionally, the quantitative phase involved pre- and post-tests to assess reading fluency and comprehension of the experimental and control groups before and after the experimental group engaged with the application. The qualitative results showed that the application elicited a high level of engagement and satisfaction; and the quantitative results strongly indicated that children who used the system had increased reading fluency and comprehension compared to the control group. The results of this research strongly indicate that a mobile system based on UDL and digital storytelling can have a significant positive effect on fluency, comprehension, engagement and satisfaction when learning to read Arabic.

Information and Communication Technologies render work practices flexible, complicate disconnection from work, and engender constant connectivity affecting employees’ work-life balance. Extant literature seems to indicate a co-constitutive relationship between connectivity and blurred work-life boundaries. Unlike the notion of connectedness, which refers to the state of being connected, connectivity is associated with latent potentiality, referring to both connecting and the potential to connect at any point in the future. An emerging area of recent research has focused on the management of work connectivity, i.e. if, when, how, and how much to connect to work outside working hours. Extant literature on connectivity management has predominantly focused on company-issued BlackBerries, constraining our understanding of the management of connectivity via other devices (such as via personal devices or other mobile technologies). Furthermore, very few studies refer to the organizational context within which connectivity is enacted. Many of these studies attribute variations in connectivity management practices to variations in occupation. The literature does not provide an adequate understanding of other social and material parameters influencing connectivity management practices, such as variations in working hours’ arrangements or in the affordances of the technology used. Most of the literature on connectivity management takes a human-centric approach, not giving an explicit account of the role of technology in shaping these practices.

The aim of this research is to explore how academics manage connectivity within a range of socio-material parameters. It applies the framework of socio-materiality to addresses the following research questions: (a) how do academics manage work connectivity in the presence of mobile technologies, and (b) what parameters shape connectivity management practices. This research is based on two case studies. It employs document analysis and semi-structured interviews with academics based at two universities in Saudi Arabia. The study contributes to the literature on connectivity management through the introduction of three connectivity management practices: segmentation, prioritization, and distancing. This research also identifies a set of parameters (organizational, individual, technological, and situational) that shape connectivity management practices. The study contributes to the socio-materiality literature by conceptualizing socio-material imbrications through an account of their foundation. The study also introduces the metaphor of layers to illustrate how socio-material imbrications unfold.

In the light of falling oil prices, the Kingdom of Saudi Arabia (KSA) has launched a multifaceted vision for 2030 that seeks to modernise the country’s economy and diversify its revenue base. A key goal of this vision is developing the country’s education system in general and higher education in particular (Reardon, 2016; Vision2030, 2016). The government is determined to achieve inclusive and equitable quality education for all its citizens. Within this context, there is an increased focus on improving the quality of English language teaching and learning in higher education institutions and in the education system generally. However, the lack of essential linguistic and pedagogic skills amongst many Saudi graduates remains a major concern (Albaiz, 2016; British Council, 2016).
The aim of this thesis is to investigate students’ learning experiences in an undergraduate English as a Foreign Language (EFL) programme at City University (CU), KSA from three different perspectives. The first viewpoint draws on Bourdieu’s notions of field, capital and habitus to examine the influences that CU as an institution has on teaching and learning in the EFL programme. The second perspective uses the concept of cultural capital to analyse the influence of family educational background on students’ learning. The third perspective provides insights into the teaching approaches adopted by EFL lecturers and the effects these approaches have on students’ learning. Thus, this study is guided by one main research question: How do students experience learning in the undergraduate EFL programme at CU?
The study uses a qualitative case study approach. Data was gathered from multiple sources: namely, semi-structured interviews with students and lecturers, observations, and a documentary review. The analysis is based on the three research sub-questions that guide this inquiry.
The key findings related to the first perspective highlight the ways in which CU’s institutional policies and practices impact teaching and learning in the EFL programme. The analysis reveals that CU defines its capital as ‘accessible higher education’, which translates into large numbers of students enrolling in its colleges and departments each year. As a result of this open admissions policy, the College of Arts and Humanities (CAH) has been forced to lower its entry requirements to the EFL programme in order to accommodate the number of students. This has resulted in the admission of students who do not possess the minimum entry requirements, and has adversely affected the quality of education in the EFL programme, as manifested in relation to class size, student-teacher relations, the use of English in teaching, and assessment practices.
The second set of findings analyse the influence of family educational background on students’ learning experiences. The findings indicate that this background plays an important role in students’ success in the EFL programme. It was found that families with higher education backgrounds use their learning experiences and resources to support their children’s education. The findings further demonstrate that students from families with no higher education background and a lack of cultural capital have low levels of English language competency. As such, many of them struggle with the linguistic and academic demands of the programme.
The third set of findings reveal the influence of teaching approaches on students’ learning experience. The findings show a distinction between native English speaking (NES) and non-native English speaking (NNES) lecturers in relation to their teaching approaches and interactions with students. It was found that NNES lecturers adopt a teacher-centred approach in their teaching which minimizes students’ interactions. Many students were critical of such practices and felt that it denied them the opportunity to develop their language skills. In contrast, NES lecturers use a student-focused approach and integrate communicative practices into their teaching. These lecturers emphasise the importance of building positive relationships with the students in order to facilitate their learning. Generally, students reacted positively to such practices and were more encouraged to participate in the classroom.
This study provides important insights into students’ learning experiences in higher education in general and EFL programmes in particular. It contributes to existing debates and literature on EFL teaching and learning in higher education, particularly in KSA. The study also provides important suggestions for policymakers to consider, and recommendations to CU and its faculty members, and for further research.

Debates about the quality of teacher education in KSA resonate with international debates, which show that teacher educators play an important role in preparing future teachers. This is because they influence the quality of teaching and learning in teacher education programs. Although there are several studies about teacher educators globally (Lattuca et al. 2014; Mansour 2009), there are very few studies relating to KSA. The main aim of this research is to examine the teaching approaches adopted by female teacher educators teaching the subject of Foundation of Islamic Education (FIE) at the College of Education, City University (CU), KSA. I draw on the ideas of social constructivists and others (Vygotsky 1978; Freire, 2001; Bloom, 1994; and Bruner, 1996) as an explanatory framework to develop a nuanced understanding of how these teacher educators approach teaching and learning. This research also draws on institutional theory to examine how the university’s policies and structure influence teaching approaches. The overarching research question of this study is, ‘What are the teaching approaches adopted by teacher educators and how are they influenced by the institutional policy of CU?’ This study is qualitative in nature, adopting the case study approach. The case in this research is teacher educators who teach the FIE course. The main data collection tools are semi-structured interviews, supported by document review and observations. The participants in this study are purposively selected female teacher educators. In addition, the perspectives of students studying the course were considered in order to enrich the data.

This study includes findings related to institutional policies. These findings focus on identifying and examining the university’s policies, structure, expectations, and demands, as they relate to encouraging students’ active learning and influence teacher educators’ approaches to teaching and learning. Specifically, it highlights how the university’s policies in relation to assessment, in-service training, and the integration of Information Communication Technology (ICT) affect the teaching approaches that teacher educators deploy.

Additionally, the study discusses the teaching approaches adopted by the teacher educators in the FIE course. It finds that these approaches, amongst the majority of the teacher educator participants, tend to be teacher-centred. Teacher educators using this approach consider their role to be that of knowledge transmitters. It suggests that they make decisions as to what is to be learnt and how their students should learn. They view themselves, their skills, and their learning materials as the main source of knowledge in the classroom. On the other hand, some teacher educators use student-centred approaches in which they encourage their students to take control of their own learning. The study considers how these teachers encourage their students to participate in the teaching and learning process. These teacher educators regard themselves as facilitators who help their students construct their own meaning.

This study contributes to the knowledge about teaching approaches, especially in the context of higher education in KSA. It highlights the diverse nature of Islamic education and how this influences the way the FIE course is taught. This study provides suggestions for further research which can contribute, theoretically and methodologically, to teaching and learning in KSA higher education institutions. It also discusses the implications of the findings for the improvement of teaching practices; this includes revising polices and providing teacher educators with the necessary support to become confident in using student-centred approaches in their classrooms.

Within the context of a wide and structural transformation of the educational system within the Kingdom of Saudi Arabia, the issue of privatization remains a relatively new phenomenon. As it stands, the vast majority of higher education institutions continue to be run by the state. However, this situation has led to an increasing number of debates about the ability of the current higher education system to meet modern educational standards, and produce graduates that are able to compete and succeed in the present labour market. The quality output of higher education is a particularly pressing issue for the country, given that Saudi Arabia currently faces an ever-increasing problem of integrating a large youth segment of the population into the requirements of the modern labour market. Critics contend that, both in terms of their management and their governance, higher education in the Kingdom is outdated. Excessive government control is seen as a key factor that is inhibiting the current higher education institutions from having the autonomy and flexibility required in order for them to succeed. This thesis set out to examine and gain a better understanding of the management practices used within the University of Business and Technology (UBT) in Saudi Arabia. In order to do this, it focused on three core areas: approaches to management by senior management at UBT, the view and experience of the academic staff in how such approaches are applied, and UBT‟s relationship with the government of the Kingdom of Saudi Arabia and the broader social environment that exists in the country.

In today’s world, knowledge is power; it is the capital that has the ability to transform nations. The Kingdom of Saudi Arabia (KSA) has oil, giving it huge revenue that can be invested into the development of the country. Despite the massive expenditure to develop Saudi higher education, the question of the quality of teaching and learning is still debatable (Alkhazim, 2003). In particular, the low level of English language competency among the graduates of many higher Saudi higher education institutions is of concern to observers, as these graduates are not confident in using the global lingua franca that is widely used in international higher education as well as in the production of knowledge.

The aim of this research is to explore student learning experiences in the English as a Foreign Language (EFL) programme in Qudar University for Health Science (QU-HS) in KSA from three perspectives. The first is the institutional influence of QU-HS on student learning experiences using aspects of institutional theory. The second analysis examines the students’ family educational background, using the notion of cultural capital. The final viewpoint is provided by analysing students’ interaction with the teaching approaches used in the EFL programme in this university.

Thus, the main research question of this study is ‘How do students experience teaching and learning in the EFL programme in QU-HS?’ In order to address this research question, a case study approach within the paradigm of interpretivism was used. The data was obtained through semi-structured interviews and observations of teachers and students. Documents related to the context of the study were gathered and analysed. The data was collected and analysed in accordance with the three main themes: the policies of QU-HS in relation to the EFL programme, students’ family backgrounds, and the teaching approaches used by EFL teachers in the programme.

The first key findings of this study came from the analysis of the policies that the university adopted in relation to its EFL programme. It was found that these policies influence: (1) the use of English language as the medium of instruction and communication, (2) the different provisions of the EFL programme, and (3) the recruitment of EFL instructors. These policies have impacted on the EFL programme and this then affects the students’ learning experiences. The second set of key findings emphasised the influence that family educational background has on the students’ learning experiences in the EFL programme. The absence or presence of a family educational background significantly influences the way students approach their learning. The final key findings of this study stress the significant role played by teaching approaches in shaping the students’ learning experiences. The Communicative Language Teaching (CLT) approach encourages active engagement and more independent learning practices, whilst the Grammar Translation Method (GTM) ascribes a more passive and teacher-dependent nature to the way students learn. Such teaching approaches impact differently on the students depending on how students approach their learning.

The findings of this study will contribute to the debate about teaching and learning in Saudi higher education by raising awareness about learning and the factors influencing the students’ learning experiences in this specific context, which could then be used to inform studies in other contexts. Also, the conclusion of this study will help to inform future programme planning as well as EFL teacher training in Saudi higher education and elsewhere. This study highlights to the research community the importance of exploring teaching and learning in Saudi higher education and suggests avenues for further research which can contribute to theories of teaching and learning in higher education.

This is an investigative action research study on ways of improving the reading comprehension skills of Arabic medical school students. The study first analysed the difficulties of teaching and learning English and reading in English in a Saudi university medical college. An intervention was planned and implemented based on Collaborative Strategic Reading (CSR –Klingner and Vaughn, 1996). This involved using group work to teach explicitly a set of reading strategies to a class of students who had failed their first year examinations. The process and outcomes of this intervention were analysed through mainly qualitative research methods including: semi-structured interviews which were audio taped to explore students' reading habits, field notes and video and audio taped observations to examine students’ interactions while reading, the results of the reading comprehension test taken at the end of the course, and a questionnaire of students’ perceptions completed after implementing collaborative strategic reading.
The results of the first action research cycle suggested that CSR had enabled these students to improve their reading comprehension considerably. However, the analysis also revealed some issues about the group work on which this was based, suggesting that improved interaction in groups might enable students to make better use of the CSR strategies. A second cycle of action research, this time with a different class of first year students, was therefore enacted including group work training using the idea of exploratory talk (Mercer 2000) alongside CSR to help students to think more critically and constructively.
Analyses revealed significant findings. First, CSR had a positive improvement on students’ learning by boosting their learning strategies. Second, students were able to build on the structure of CSR and gained other collaborative skills. Third, students reported positive feedback about CSR and its strategies and changed their views about group work and its efficacy in the classroom. Moreover, when CSR was combined with exploratory talk the group work became more critical and productive.
However, analysis of data from group work transcripts suggested that Mercer’s typology, developed with British children, may not be so useful for Arabian students working with English as a foreign language. The sociolinguistic context means that a different typology is required and the thesis suggests one appropriate to Saudi students who are studying English for a specific academic and professional purpose.
The findings offer a framework for developing reading comprehension through group work and combining it with exploratory talk. The thesis has implications for those in similar contexts to the research site and makes some practical recommendations. It also raises questions about conducting action research in this context and engages with micro and macro political issues related to the purpose of teaching and learning English in the college and how they limit teaching and learning practices.

The objective of this research is to participate in improving the quality of education in
the Kingdom of Saudi Arabia (KSA) by developing the skills of Saudi female science
teachers in writing higher cognitive demand (HCD) questions of exemplary quality. It
is an evaluative study that follows the descriptive method of research design by
depending on a combination of both quantitative and qualitative inquiry. Therefore,
various instruments for collecting data were employed. The sample size of 409
represents all of the female science teachers who work in the girls' schools in the urban
area of Al Ahsa, a city in KSA.

A suggested program called HCD/CAIAT is introduced and the main objective
of the present evaluative research is to examine this project’s functional potential to
improve the researched sample related practices. The project includes an innovative
software package, the Computer Aided Item Analysis Technique (CAIAT) designed
purposely for this research in the Arabic language to provide the sample teachers with
the two parameters of classical item analysis that indicate the strengths or weaknesses of
a test question (difficulty and discrimination). This package is introduced through a
training course that also trains the teachers in skills of question construction and
teaching on HCD level. The CAIAT is intended to stimulate the teachers' professional
development (PD) by raising their awareness of the validity of their HCD test items and
encouraging/assisting them to improve their HCD questions over time which is
anticipated to help improve their instruction. This concept of utilising CAIAT for
improving teachers' practices is breaking new ground and establishing a basis for further
development in the field of study.

The main purpose of the research is to answer the following two major
questions. The first is to what extent can the HCD/CAIAT project assist female science
teachers in Saudi schools to improve their ability to analyse their test questions, so as to
write exemplary HCD test items and to teach at HCD level (Effectiveness dimension)?
And the second is, to what extent could this be reflected in their on-going practice both
for the test construction and for teaching (Adoption dimension)?

The findings have indicated that the sample teachers' prior background in the
researched concepts and skills (HCD and IAT) are limited. However, the effectiveness
dimension findings showed that the teachers have successfully acquired all of the project's abilities/skills: knowledge of HCD concepts, skills of writing HCD
instructional objectives and HCD questions, and using/utilising CAIAT successfully for
assessing their test items. For the adoption dimension, the HCD/CAIAT package was
successful in encouraging the teachers to adopt HCD and IAT which was a result of the
successful role of the CAIAT software in stimulating the teachers' PD for learning (on
their own) how to improve their assessment skills for HCD levels.

Furthermore, the research has identified ten study variables, which are the
teachers' background characteristics, in order to test the statistical significance of their
role in the reported differences amongst the results found for the various aspects
measured by the research data collection instruments. These teachers' characteristics
are: educational qualification, prior training on test construction skills, prior training on
IAT, key stage (intermediate/secondary), level of graduation (GPA/equivalent), years of
experience in teaching, specialisation subject, prior experience in using computers,
possess of a PC at home and ability to use some mainstream software packages.
Statistically, the impact of these variables on the teachers' acquisition or adoption of the
project's concept and skills was found very limited; which supports generalizability of
the research findings. It is recommended that the Ministry of Education (MoE) at KSA
adopt the HCD/CAIAT package in order to encourage all KSA female science teachers
to tackle HCD levels in their instruction and assessment, which is very likely to have a
positive impact on their efforts in teaching thinking and inducing creativity. Ten other
recommendations were also suggested.