Education In Saudi Arabia Research Articles

Exploring the Perception of Dental Undergraduate Students and Faculty on Environmental Sustainability in Dentistry: A Cross-Sectional Survey in 26 Dental Schools in Saudi Arabia

There are few published studies assessing dental students' and faculty's perception regarding environmental sustainability in dentistry (ESD) and its existence within the dental curricula along with barriers and enablers for its integration. As far as the authors know, no published study has looked into this in Saudi Arabia, and this is what the current study aims to explore. A cross-sectional survey using validated online questionnaires for dental students and faculty was carried out in 26 dental schools in Saudi Arabia. The validated questionnaire utilized 25 questions using Qualtrics (XM) software. Both descriptive statistics and thematic analysis were included in the data analysis. ESD content is not formally embedded within the dental curricula in all 26 included universities in Saudi Arabia. Although the majority of students and faculty members agreed or strongly agreed on the importance of ESD as a whole and the importance of teaching it, more than 82% and 81% of students and faculty, respectively, demonstrated a lack of basic knowledge concerning ESD. The preliminary findings of the current study suggest that there is a high demand for incorporating ESD content in dental education in Saudi Arabia. To achieve this, resources and policy changes are necessary. A top-down approach is needed, including incorporating ESD into dental education standards, using evidence-based practices in revising infection control regulations, and providing institutional support through training, materials, and incentives. National dental associations and governments should provide practical solutions and actively support dental professionals in implementing ESD.

Assessment of Saudi MEDs framework competence in performing clinical and practical skills by final-year medical students

Clinical examinations and practical clinical skills are essential to guide diagnosis and treatment. Competency-based medical education (CBME) is high on today’s medical education agenda, and competence has become the unit of medical education planning in many countries. With the rise of medical education in Saudi Arabia, The Saudi MEDs initiative began as a means of achieving national consensus and developing necessary learning outcomes for medical schools. The aim of this study is to evaluate the final-year medical students’ core clinical competencies and identify the gaps between clinical skills in the Saudi MEDs framework and students’ actual achievement. Online data collection from all fifth-year medical students, to assess their clinical and procedural skills by using Objective Structured Clinical Examination (OSCE) scores and using a self-administered questionnaire that has been developed based on the Saudi MEDs framework. Eight clinical competencies were chosen out of the 17 after consulting the experts in this field. OSCE scores were checked for correlation with their self-assessment scores. The total OSCE scores of 323 students were evaluated which showed 93% of students have passed all eight competencies. Also, 304 students responded to the self-administered questionnaire in the current Saudi MEDs competencies 323 (response rate=94.11). The students were confident in the majority of the eight clinical competencies of the Saudi MEDs framework. Saudi MEDs framework has ensured that Saudi medical or health care education adapted to changing demands, critical competencies are not overlooked, teaching and learning, and evaluation are appropriate at medical schools by implementing the competency framework.

Face Mask Use and Social Distancing Attitude of Healthcare Students: A Multi-Disciplinary Study.

This multi-disciplinary, cross-sectional, and descriptive study investigated health care students' face mask use knowledge, attitude, and practices (KAP) and social distancing attitudes. The study was carried out from October to December 2021 and surveyed 543 health care students selected via convenience sampling from the three Shaqra University campuses in Saudi Arabia. Standard multiple linear regressions were conducted on face mask use KAP and social distancing attitude to identify their significant associated factors. The students in this study had poor knowledge and a neutral attitude towards and modest use practices of face masks during the COVID-19 pandemic. Being female, being a nursing student, and having greater self-reported COVID-19-prevention knowledge were related to higher levels of face mask use knowledge. Having higher face mask use knowledge was linked to better attitude and practice. Knowledge of COVID-19 and its prevention and decreased COVID-19 risk perception were associated with better face mask use practices. The students had more positive than negative attitudes toward social distancing. Having known someone who was infected by the virus, lower risk perception, and better face mask use practices were associated with more positive social distancing attitudes. The findings imply the need to ensure that future health care practitioners are knowledgeable, have a positive attitude and good practices concerning face mask use, and have positive attitudes toward social distancing. The study implications are relevant for health care education in Saudi Arabia and elsewhere.

Primary Students' Attitudes towards Peers with Disabilities in Physical Education in Saudi Arabia.

The attitudes of students without disabilities toward their peers with disabilities are considered an important determinant of successful inclusion in physical education settings. Nonetheless, there is limited research on this topic in non-Western societies, especially in Arab contexts. Thus, to address this paucity in the literature, this study aimed to assess the general attitudes of Saudi students without disabilities towards their peers with disabilities and examine the associations between selected student-related variables (e.g., gender, age, type of school, school location, having a family member or a friend or a classmate with a disability, and having experience of playing with a person with a disability) and attitudes of students without disabilities. A total of 972 students aged 9-12 years old (Mage = 10.6; SD = 1.1; girls = 49.7%) completed the Arabic version of the Scale of Attitudes toward Students with Disabilities in Physical Education-Primary Education (SASDPE-PE). Data analysis indicated that, in general, participants reported positive attitudes toward their peers with disabilities in physical education classes. Despite boys being more likely to hold positive attitudes than girls, no significant difference between them existed. The results showed that 10-year-old participants reported more significantly positive attitudes than those in the other age groups. Participants attending public schools reported more significant positive attitudes toward their peers with disabilities in physical education classes compared to those attending private schools. Having a friend with a disability was linked to students without disabilities having positive attitudes towards their peers with disabilities. In contrast, having a family member or a classmate with disabilities and having played with a person with a disability were not related to such positive attitudes. The current study's findings have significant implications for inclusive educational practices.

Occupational Therapy Education in Saudi Arabia: Barriers and Solutions From a Cross-Sectional Survey Study.

Objective Occupational therapy (OT) is an important healthcare profession in Saudi Arabia (SA). Yet, no studies have explored the status of OT education in SA. The current study aims to investigate the status of OT education in SA, as well as the barriers and solutions. Methods A cross-sectional-based survey was conducted. Institutions that offered OT programs were identified and an electronic survey was sent to OT program directors across SA that agreed to participate. The survey included items that focused on the number of students in programs, current faculty members, and their characteristics, as well as barriers and solutions to advancing the OT profession and education in SA. Results Out of 74 institutions, eight offered OT programs and all responded to the survey. Among all programs, one was inactive, seven (87.5%) were governmental institutions, and none were nationally accredited. There was a total of 538 currently enrolled students and 76 full-time faculty members. There are no current OT postgraduate programs. Staff shortages and ineffective communication between institutions (87.5%), financial barriers, and lack of knowledge/awareness of the OT profession (75%) were the most common barriers reported. Conclusion OT education is growing in SA but is still not well-represented throughout the different regions of the country. Initiatives to advance the profession are urgently needed by establishing new OT programs and departments as well as introducing OT to more diverse scopes of practice and in more clinical settings. Further research exploring OT education including curriculum content, teaching methods, and assessment strategies of OT programs. Addressing the barriers identified in the current study and methods to overcome them is needed.

Effective supervisory leadership and followership for graduate students fulfilment in saudi arabia’s higher education

Many studies emphasized that effective academic supervision has a significant impact on the graduate student's outcome; and vice versa.Examining supervisors’ leadership and understanding the expectation of students and supervisors of the effective supervisory activities increase the chance of students' achievement and resilience in graduate studies. There is limited research that focused on supervisor leadership and its impact on graduate students. Thus, this study aims to investigate effective supervision leadership and relationship from the lens of graduate students' and supervisors' perspectives in higher education in Saudi Arabia. A qualitative approach was used with the use of interviews as a tool to acquire genuine perspective regarding the study’s questions. The findings indicate that graduate students value the characteristics and practices of empowerment, approachability, caring, and abstaining from the added hurdle. Whereas, supervisors value graduate students who have the character and practices of accountability, commitment, integrity, and abstaining from the hustle.

Cultural and Religious Perspectives on Education of Saudi Arabia

In this composition, the intricacies of the relationship between culture and education in Saudi Arabia are analyzed and its implications for students from early education to higher learning are evaluated. The examination delves into the manner in which Islam and the country's customary gender roles shape the syllabus and educational customs. The inculcation of Qur'anic teachings and Hadith, as well as the propagation of Wahhabi principles, are integral facets of religion's influence on the nation's educational structure. The segregation of academic institutions by gender, stringent dress codes, and strict observance of behavioral codes are exemplars of the impact of religion on education. Additionally, the cultural and religious emphasis on gender roles is pronounced through the stringent separation of schools and the reinforcement of cultural and religious norms in society. The religious curriculum and instructional materials are rigorously scrutinized to guarantee their conformity to the government's interpretation of Islam. The report accentuates both the difficulties and prospects that the cultural and educational landscape presents for students, educators, and education professionals in Saudi Arabia.

Mediation Effect of Environment and Infrastructure on English Language Learning in the Saudi Students: A Structural Equation Modelling Approach

The study aims to determine the mediation effect (total, direct, and indirect effect) of the environment and infrastructure on the English language learning (ELL) of students in higher education in Saudi Arabia. A self-administered web-based structured questionnaire was employed for the collection. A cross-sectional descriptive research design was used to form the foundation of the research study. A test re-test and an inter-rater test were performed to check the inter-class correlation coefficient between the responses of two-time intervals and two experts. The pilot survey was conducted with a small sample of students. Cronbach's alpha and the Kaiser-Meyer-Olkin (KMO) values were utilized in order to examine the reliability and validity of the results. In addition to this, the discriminant validity of the Average Variance Extracted (AVE) and Composite Reliability (CR) measures was examined.The sample size of the study was 407, and a random sampling was used during the study. The Structural Equation Modeling (SEM) technique was used for mediation analysis for the evaluation of total, direct, and indirect effects. The study's findings concluded that the English language infrastructure (INF) has a greater mediating impact on the learning of the English language (ELL) than that of the environment for the English language (ENR). The SPSS-AMOS 23.0 program was used for all types of statistical calculations. Despite the above meaningful findings, the current study suffered from poor real-time data collection from the Saudi students. This study paves the way for moderation or group analysis between the environment, infrastructure, and English language learning among higher education students in Saudi Arabia.

Challenges of the public-private sector partnership in higher education (KFU cases): SEModelling approach

This paper aims to assess the current and prospective applications of the university and private sector partnerships in higher education in Saudi Arabia. This paper highlights the difficulties and challenges facing Saudi universities to establish sustainable partnerships with the private sector as well as the public sector. It also explores many aspects of the partnerships in an approach to boost and enhance the role of universities within the community, with a special reference to a well-known Saudi university; i.e., King Faisal University. The study highlights how the implementation of community partnerships is affected by historical, cultural, and social obstacles and a misunderstanding of the importance of one party to the other. Data was collected through an online structured questionnaire. 100 academic leaders at King Faisal University participated in this survey. We use Structural Equation Modelling Approach to analyse the data. The results of this study found a statistically significant relationship between the current practices of community partnership and the challenges facing these practices. In addition, the study finds a statistically significant relationship between the mechanisms for developing community partnerships and the current practices of the partnership.

ANALYTICAL STUDY ON THE ROLE OF KNOWLEDGE MANAGEMENT IN BIG DATA INVESTMENT

This century has witnessed the greatest development of information technology. Accordingly, the factor of the developments in the field of knowledge has become more influential in life. Therefore, institutions must obtain the most important elements of success, catch up with the latest changes, and maintain their ability to compete and persist in the market in the age of information technology. The massive accumulation of data and information and the emergence of the so-called big data (BD), have led to an urgent need to manage knowledge and the ability to invest in it. On this basis, arose the need to conduct this research that deals with the role of knowledge management (KM) in decision-making for institutions. This research aims at shedding light on the role of KM in BD investment in the Ministry of education in Saudi Arabia. To achieve this goal, the descriptive analytical method was used, which depends on the evaluation of many works and research papers, during the period from 2014 to 2022. After evaluating many studies, the study concluded that it is necessary first, to publish more Arabic future studies concerned with the role of KM, its technologies and types. Second, to find appropriate solutions and stand against the challenges faced by the Ministry, and finally to find a model that shows the role of KM in BD investment in the Ministry of Education to make the process of taking the right decisions easier and at the right time, and achieve sustainable development

Assessment of Family Members’ First Aid Education in Saudi Arabia

Background: Providing instant care for life-saving or rescuing the injured or sick people requires having a considerable amount of first aid (FA) knowledge and experience. The current work sheds some light on the current status of Saudi family members’ first aid knowledge and experience aiming at reaching a sustainable decrease in the number of deaths and unnecessary losses. Methodology: A questionnaire was used to collect (N=447) participants’ information 35.6% (159/447) males and 64.4% (288/447) females from a number of Saudi cities. The collected data were analyzed using IBM SPSS v 25. Results: The results showed that 48.3% (216/447) of the participants have good FA experience and only 7.2% (32/447) have excellent FA experience. The majority of the participants 65.3% (292/447) were not FA-certified, 22.8% (102/447) attended an FA course, and 11.9% (53/447) were certified first aiders. 93.7% (419/447) of the participants think that the community’s FA awareness is low. The results also reported statistically significant association between being related to health care sector and FA experience χ2(3) = 56.8, p = 0.000, witnessing accidents and gender v χ2(7) = 19.1, p = 0.008, and having got FA tools and FA experience χ2(3) = 28.5, p = 0.000. Conclusion: The current study’s results along with numerous similar research provoke a public outcry to take practical steps towards enhancing a sustainable community’s FA education through campaigns, workshops, and training courses.

ATRIBUTOS DE LA CALIDAD DE LA ENSEÑANZA DESDE LA PERSPECTIVA DE ESTUDIANTES DE PREGRADO EN CONTABILIDAD EN ARABIA SAUDITA: UNA ENCUESTA

This study aims to explore the attributes of teaching quality from the perspective of undergraduate accounting students in Saudi Arabia. A questionnaire survey was used to obtain views of undergraduate accounting students on the attributes of teaching quality. 28 attributes of teaching quality were included in the questionnaire. The findings of the study showed the importance of 27 of the 28 attributes of teaching quality included in the questionnaire from the accounting students' perspective. These attributes include attributes related to the class preparation and design, the class delivery, and the instructor's traits and personal characteristics. The findings of the study can help accounting faculties to evaluate their teaching strategies and create a development plan that is aligned with students’ expectations to enhance teaching quality, improve classroom effectiveness, and ultimately deliver students who are better prepared for the accounting profession. The findings of the study may also be of interest to academic managers, such as deans and heads of departments/schools, in designing staff development programs to improve teaching and student satisfaction. This study is timely because most of the undergraduate accounting programs in Saudi universities have recently applied for accreditation either from national or international accreditation bodies. As teaching quality is one of the important factors in obtaining academic accreditation, this study may have important implications in the field of higher education in Saudi Arabia.

Author Correction: Association of monomeric C-Reactive Protein (m-CRP) with hypothalamic neurons after CRP hippo-campal administration in a model of dementia.

Correction to: European Review for Medical and Pharmacological Sciences 2022; 26 (22): 8713-8718. DOI: 10.26355/eurrev_202212_30543- PMID:36524490-published online on December 15, 2022. After publication, the authors applied a correction to the funding statement: The authors extend their appreciation to the deputyship for Research & Innovation, Ministry of Education in Saudi Arabia for funding this research work through the project number (lFP-2020-36). There are amendments to this paper. The Publisher apologizes for any inconvenience this may cause. https://www.europeanreview.org/article/30543.

Expectations Gap, Market Skills, and Challenges of Accounting Education in Saudi Arabia

Purpose: This study investigates accounting graduates' skills gap and the required market skills from the perception of accounting faculty and professionals in accounting firms in Saudi Arabia. It also explores the challenges accounting programmes and faculty face in due rapid changes. Methodology: The research uses a combination of methods and data sources. Findings: The findings show a gap between accounting education and the labour market demands. Accounting programs focus on technical skills and less on other general skills. Accounting graduates lack interpersonal, dialogue, and language skills. These employability skills should be integrated into accounting education to narrow the gap. The results show that the accounting graduates' willingness to learn beyond classrooms and university is one of the critical challenges to equip them with the required skills. Originality/Value: The study contributed to the understanding of the accounting education. Understanding the graduate skills gap and the challenges will be helpful to professional bodies, university administrators, business school deans, accounting faculty, careers guidance professionals in Saudi Arabia.

Challenges and Issues of Public Education in Saudi Arabia during Covid-19: Review Paper

The Covid-19 pandemic compelled many countries to implement the stay-at-home policy, which insisted many employees and workers in variety of industries to work from home. This global crisis also prompted universities, colleges, and schools to conduct their teaching activities online via the Internet. Although online education is favourable for students especially in the era of pandemic, a full mode of online teaching could be associated with many challenges. Particularly, in the Kingdom of Saudi Arabia (KSA), most education sectors were closed down according to government order. The Ministry of Education (MOE) of the KSA began providing online education services in public and private educational institutions. Thus, this paper aims to determine how Covid-19 impacted higher education in the KSA by highlighting the challenges faced by this sector and identifying the best strategies to address these challenges. In this study, the design science approach was applied. The results revealed that the KSA faced several challenges and issues during the Covid-19 pandemic, and the suggested solution is better in dealing with these challenges.

Key Factors for a Creative Environment in Saudi Arabian Higher Education Institutions

Key Factors for a Creative Environment in Saudi Arabian Higher Education Institutions

Distant learning and primary school teacher burnout: Assessing the effect during coronavirus disease (COVID-19) in Jeddah, Saudi Arabia, 2021.

Teaching is indeed a very stressful occupation. Owing to the novel coronavirus SARS-CoV-2, certain changes were made in education in Saudi Arabia. A switch to a 100% distant learning in some courses was implemented, thereby increasing the burden on teachers. The aim of this study was to assess the level of burnout and the impact of distant learning on burnout in primary school teachers during the pandemic. This cross-sectional study recruited 295 primary school teachers in Jeddah City, Saudi Arabia. Data were collected using self-administered questionnaire having two parts: the first part included questions on sociodemographic charecteristics and the second part included questions related to distant learning and the Arabic version of the Maslach Burnout Inventory. Chi-square test was used to assess association between burnout and various factors. For comparison of mean scores by various factors, analysis of variance (ANOVA) was performed. A high level of burnout was perceived by 48.4% of the teachers in the dimension of emotional exhaustion, 26.4% in the depersonalization dimension, and 60% in the reduced personal accomplishment dimension. Teachers in the public school showed a higher burnout score than teachers in the private schools. The teachers in 40-50 age group had higher scores than the teachers with other age groups. There were no significant differences in terms of gender and years of experience. A higher proportion of teachers working in private schools had higher personal accomplishment than teachers working in Government schools (P = 0.01). Regarding personal accomplishment and depersonalization subscales, there were differences between the different types of schools. The teachers who believed "distance/E-learning was difficult" had lower personal accomplishment score. According to the study, primary teachers in Jeddah suffer from burnout. More programs should be implemented to deal with teacher burnout and more research focusing on these groups should be done.

The impact of IFRS adoption and corporate governance mechanisms on audit report lag: evidence from an emerging country

Purpose: The purpose of this paper is to investigate the impact of the International Financial Reporting Standards (IFRS) adoption and corporate governance mechanisms (e.g., Board characteristics and Audit Committee (AC) characteristics) on Audit Report Lag (ARL) in an emerging country, named Saudi Arabia. Methodology: We use a sample of 616 firm-year observations from the Tadawul Stock Exchange in Saudi Arabia for the period 2016-2019. Panel regressions were used. Findings: The results indicate that ARL has significantly increased after the IFRSs' adoption. This result may imply that IFRS adoption leads to a need of adaptation process. It may support the need for more training and IFRS education in Saudi Arabia. Additionally, both AC diligence and AC financial expertise significantly reduce ARL. It may support the Saudi regulatory requirement to equip audit committees with at least one member with accounting and financial expertise. However, the results show that AC size and Board characteristics (board size, board independence and board meetings) are not significantly associated with ARL. Contribution: Our study fills the gap in the existing literature by examining the impact of the IFRSs' adoption and the corporate governance characteristics on ARL, whose results remain mixed and rare in Saudi Arabia, an emerging and under-studied context.

Community-Based can impact the status of art education in Saudi Arabia “Community-Based Art Education”

Community-Based can impact the status of art education in Saudi Arabia “Community-Based Art Education”

Corona Virus Pandemic Situation and Its Effect on Distance Education in Saudi Arabia

Corona virus has affected the world education system and the distance education system. The medium of instruction changed from traditional to technological in this pandemic. This study has been done in Saudi Arabia to measure the benefits and barriers of distance education during the corona virus pandemic. A total of 1500 questioners were distributed and collected through random sampling to measure the response of respondents in schools. To analyze the data, t-test and ANOVA techniques were used. From the study it has been found that due to technology, teachers have benefited in achieving their goals in delivering the classes and results were achieved as desired.