SARS-CoV-2 (Severe acute respiratory syndrome coronavirus type 2) is a new beta coronavirus that was identified as the trigger of COVID-19 disease in early 2020. Our study designed to survey the female undergraduate students at a private university in Saudi Arabia to assess the degree of psychological impact during the initial stages of the lockdown. During the first weeks of the outbreak in Saudi Arabia and the government-initiated lockdown, we conducted an online survey with 400 female undergraduate students in Saudi Arabia. The psychological impact was assessed by using the Center for Epidemiologic Studies Depression Scale (CES-D). Our study shows that over the four weeks students showed clearly a change in the overall mental health and mood of our students.   Received: 24 September 2020 / Accepted: 23 December 2020 / Published: 17 January 2021

This paper endeavors to portray the narratives of a group of female undergraduate students, in Saudi Arabia, studying during the Covid-19 pandemic. Data collection occurred in March 2021, at which time students had been in online classes for a year and had experienced several curfews as well as a total lockdown. Students answered open-ended questions and wrote a reflection about how they experienced the pandemic. The majority of the participants reported sleep disturbances, depression, anxiety, and social isolation, identifying their family as the most important source of support during this time. Others tried to cope using their own resources. The study highlighted the need for increased awareness among faculty, education leaders and policy-makers about the psychological effects of lockdown and social isolation. There is a requirement for more support services for those affected by anxiety, depression, and regular follow-up after the pandemic ends to explore the long-term consequences.

For more than thirty years, collecting oral histories has been recognized as an effective teaching strategy in the West. Although it is rare in Gulf Cooperative Council (GCC) countries, the authors adopted it to bridge knowledge gaps they observed in their Saudi Arabian students. The reclamation of familial stories and tribal information using oral history methodologies reconnected students to their past while facilitating a unique learning experience. This paper describes how an oral history project was created for undergraduate students in Saudi Arabia to help them move beyond the hard science approach supported in the Arabian world to one that embraces a narrative based methodology. Historically, oral histories – an important pillar of Arabian society - were used to transfer significant tribal information, customs, traditions and stories from one generation to the next. Since the discovery of oil, the kingdom has undergone dramatic societal and lifestyle transformations resulting in the loss of some traditions, namely oral history. Consequently, younger generations know very little about their Arabian heritage. The fundamental goal for this project was to improve the students’ comprehension of humanities and social science courses by reconnecting them to their past using oral history methods.

Purpose The purpose of this study is to explore the experiences of Saudi Arabian university students returning home after having spent time away studying internationally. The investigation focused exclusively on female students who for diverse reasons were unable to complete their studies abroad. Design/methodology/approach A thematic analysis was applied to analyze the seven in-depth interviews conducted by the authors. By using an open coding method analytic patterns across the entire data set were identified and then analyzed. Findings The findings suggest that the students experienced reverse culture shock reintegrating and assimilating into their former lives in the Kingdom of Saudi Arabia and its conservative culture. This was especially surprising considering not one of the participants experienced culture shock when they first traveled to their host country – the USA, Canada or England. Research limitations/implications The study is limited to a small group of seven female undergraduates who are comparatively well educated and come from a middle and upper socioeconomic demographic. As a result, without additional research, the findings cannot be extended to groups outside of this demographic. Practical implications Students who have studied abroad need improved academic and social support networks when they return home, according to the findings. The authors want to raise awareness about the difficulties that students face upon their return. Teachers, counselors, and advisors need to be on the lookout for the symptomatology associated with these types of problems. Social implications Female Saudi students returning home after an extended period of study abroad face a variety of problems. They must fit into a restrictive, partriarchal culture in which they are not legally equal to men. Originality/value To date, there are no studies that shed light on reverse culture shock for students who returned to Saudi Arabia without a degree. Due to the large number of Saudi scholarship holders who study in English-speaking countries with government support, the study is the first attempt in this direction.

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