Teachers’ Perceptions on The Saudi Arabia Co-Education School System And its Impacts

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Intersectional Racializations, Gendering, and Caste Across Schooling Contexts

Abstract

In alignment with Saudi Arabia’s (KSA) Vision 2030 which aims to achieve gender equity. The Ministry of Education in 2019 introduced a co-education (COED) system1-3 grade. This shift challenges traditional, religious and cultural norms in KSA. However, there are not many studies about the impact of COED system, especially in KSA. This study explores Saudi elementary teachers’ perceptions of the COED system and its impacts. Using a qualitative narrative inquiry and Social Constructionism theory. Findings highlight teachers' perspectives shaped by region, age, gender, and academic discipline. Some teachers observed positive impacts on students, others expressed cultural and religious concerns. This research informs policymakers to develop COED systems in KSA and expand research to explore factors impacting students beyond education system.

Author

• Reham Alghamdi, Claremont Graduate University