The study identifies the most important challenges facing general education male and female teachers in applying the differentiated instruction strategy in different stages of education in the Eastern Province in the Kingdom of Saudi Arabia. To achieve this, the researcher designed a questionnaire consisting of 47 paragraphs on five axes. It was distributed to 275 male and female teachers in Dammam city, after having verified its validity and stability,The results indicate that the degree of the challenge of using the differentiated instruction strategy was medium overall. The challenges related to students were ranked first, followed by challenges related to the school environment, then the nature of the differentiated instruction, challenges related to teachers, and, finally, challenges related to study courses.However, the results were not statistically significant for the variable of the educational stage (primary, intermediate, and secondary), although there were significant differences for the gender variable in favour of males.The study recommends creating a school environment that supports the use of a differentiated instruction strategy and holding workshops for teachers to train them in differentiated instruction activities.

The purpose of this exploratory study undertaken in Saudi Arabia is to understand how in-service and new teachers perceive distance education. The study involved nineteen male and female postgraduates who were pursuing an education master’s degree during the COVID-19 pandemic. This is a qualitative research asking participants to provide a 300-word response to the open-ended question: “How will you implement what you have learnt in your studies so that distance education can be effectively provided and convince others of the merit of this approach?” The task was presented in Arabic and the complete assignments were returned electronically. The 11,181-word corpus underwent content and thematic analyses yielding eight themes. Participants addressed issues pertinent to teaching and learning, equity in technological access and digital literacy. To make DE in Saudi Arabia successful, thorough preparation of involved parties, including educators and learners, and their digital teaching and learning skills should be mastered. Keywords: Distance education, e-learning, education postgraduates, Saudi Arabia, “Vision 2030”

This study aimed to investigate the common thinking styles based on Sternberg’s mental self-government theory among students of the Imam Abdulrahman Bin Faisal University, Saudi Arabia, according to gender, academic achievement, and extracurricular activities. The descriptive approach was suitable for achieving the study’s objectives. The study sample consisted of 515 students (257 males, 258 females). The researchers developed an Arabic version of the Thinking Styles Inventory. The results showed that the most common thinking style among students is legislative, followed by the hierarchic, judicial, and external styles to high degrees, while the oligarchic, internal, conservative, and anarchic styles were less common at moderate degrees. The legislative style was more prevalent among female students than male students. Students with acceptable academic achievements most used legislative and executive thinking styles, while students with excellent achievements most used the judicial style. The results indicate that students with strong participation in extracurricular activities most commonly use legislative and judicial thinking styles. The study recommends paying more attention to the thinking styles of a new generation of individuals (males and females), who have creative potential, and increasing consideration of extracurricular activities due to their importance in shaping the students’ personalities and meeting their interests and needs.

This study aimed to uncover the pedagogical knowledge of faculty members in the Faculty of Education at Imam Abdulrahman Bin Faisal University according to the students' perspectives. The researcher used a questionnaire that consisted of 31 items covering three dimensions: content knowledge; students' characteristics knowledge; and pedagogical knowledge, and applied it to a random sample of 405 students who were enrolled in the second semester of the academic year 2016/2017 from the College of Education at Imam Abdulrahman Bin Faisal University. The obtained results showed that the students believed that faculty members had a low level of pedagogical knowledge in all aspects. In light of the study's results, the researcher recommended conducting a meditative training workshop in order to develop the college members' pedagogical knowledge as well as conducting related comparative studies.

The study investigates the inclusion of children’s rights in the Islamic studies curricula for the upper primary grades in Saudi Arabia for the 2020 academic year. Content analysis was performed using a coding table comprised of 39 paragraphs categorized according to the five main fields of children’s rights, the rights related to social, intellectual, psychological, economic and political aspects. The results of the study revealed that social rights were shown to be included most frequently, followed by intellectual rights; psychological, economic, and political rights were included less often. All were randomly distributed in the examined textbooks, as they did not take into account the cognitive progression, integration, and continuity when presenting children’s rights. There are no statistically significant differences (α≤0.05) between the percentages of each of the children’s rights fields included in Islamic Studies curricula at the primary stage in Saudi Arabia due to the grade level variable. Accordingly, the study recommends preparing and developing the Islamic studies curricula according to a purposeful scientific methodology. The curricula should include explicit or implicit children’s rights with appropriate percentages and take into account the progression and integration when building cognitive experiences and designing enriching activities that integrate the contents of cognitive structure and children’s rights.