Citizenship status influences the impact of science, technology, engineering, and mathematics (STEM) education on the youth labor market participation in the Arabian Gulf. This research examines the relationship between citizenship status, STEM education, and expected labor market participation in Gulf Cooperation Council (GCC) countries, and examines the intervening effects of information and communication technology (ICT) based instruction, specifically. The 2011 Trends in International Mathematics and Science Study (TIMSS) provides both labor market expectations and STEM education data from all participating GCC countries, including Saudi Arabia, Bahrain, Kuwait, Oman, Qatar, and the United Arab Emirates. Results suggest that ICT-enhanced STEM education differently influences the human capital development of Gulf national and expatriate youth. For example, GCC nationals do not emphasize STEM education as an avenue for employment, while expatriate youth do. In particular, as Gulf national youths' parents' education level increases, students are less likely to think they need to do well in science to get the job they want. This is indicative of a broader trend in the Gulf nations to rely more on non-education-related factors such as family influence or connections for social, economic, and political mobility. In contrast, results also suggest that while STEM education contributes to potential private sector labor market participation among Gulf national youth, expatriate youth are more likely to expect to need or use STEM in the labor market.

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The research aims to identify the attitudes and opinions of tutees and tutors at King Saud University towards using cross-age online tutoring. An electronic survey and interviews were used to collect the data required for this study.A descriptive analysis was used as a research methodology. Thirty participants in this research were asked to complete a five-point Likert scale survey, which consists of 28 items, classified in three main categories; and two items as probe statements. Also, 17 participants in this research were asked to answer the interview open-ended questions. The validity and reliability of the survey were ensured. Statistical treatments, such as percentages, means, frequencies and analysis of the ANOVA (analysis of variance) variance were also included. The results reflected the positive attitudes of the tutees and tutors towards using cross-age online tutoring. Moreover, results showed no difference in their attitudes towards using the system among the tutees in terms of academic levels or specializations.

This small-scale qualitative study aimed to explore learning programming through online experiences among middle school students in a school for girls in Saudi Arabia. The low uptake of computing by girls has been a persistent problem in schools and beyond. In Saudi Arabia, there are similar issues in encouraging learners and girls in particular to be interested in computer coding. To explore how to engage learners in coding, an informal online course on programming for learners (age 12) was designed using a community-of-inquiry approach and a gamification process enabled through the use of Thunkable™ and TalentLMS™ to engage learners. An inductive qualitative research approach was used to explore influencing factors for engaging learners in programming. The data comprised three individual interviews, one focus group, a teacher’s diary, and a content analysis of the activities recorded in the TalentLMS™ system’s student progress reports. Findings highlighted the need to consider digital learning agency in the online learning environment and that learning programming online was best facilitated through student collaboration using live tools with teacher support to develop the online community. Further, findings revealed the rationale for the girls enrolling in the online programming course, which included improving their online learning skills, planning future careers, and developing résumés. These findings may contribute to offering some insight into pedagogy that can encourage greater interest in computer programming in schools.

The study aimed to uncover the reality of employing Instructional Technology in learning Islamic culture at the Institute of Arabic Linguistics at King Saud University from students` point of view. The sample of the study was composed of all members of the study society, in the Department of Language and Culture in the second semester of 2017/2018. Descriptive approach was used and questionnaire as a study tool. Among the study results: that students employ some of the Instructional Technology in learning, such as websites, and don`t employ some of them, such as social media. The teacher also employs some Instructional Technology such as smartboard and doesn`t use some of them, such as e- learning blogs. The main obstacles were the lack of appropriate training for students in the use of Instructional Technology. There were statistically significant differences between the average responses of the study subjects on the second and third axes according to the educational level variable in favor of the third level. There were no statistically significant differences between the average responses of the study members on the first axis. The researchers recommended: preparing and implementing training programs for students on how to employ modern Instructional Technology.