English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-up Study of One Khbrat University Program

Abstract

A mixed-methods study examines the impact of the pandemic-driven move to virtual learning on K-12 (kindergarten through twelfth grade) English teacher experiences in Saudi Arabia to inform future development of the teaching of English in the country. Research is limited in K-12 English instruction in the country, and it is just emerging on the pandemic’s impact on education in the MENA region. The 35 subjects were English educators who completed the Saudi government-sponsored professional development program, Khbrat, at one U.S. university. Contextualized within the literature on technology in instruction, leadership frameworks, and Vision 2030 education reforms, the study explores the convergence of technological, institutional, and socio-cultural factors affecting innovation in English education to address the research question of how the pandemic has impacted Khbrat graduates as EFL teachers and as change agents in their country. Integrated analysis of survey and interview data reveals patterns of both acceleration and constraint. Findings suggest pathways to leverage virtual technology and acquired knowledge and skills of Khbrat English teacher graduates to deliver EFL professional development with a more pedagogical focus and to build coalitions among EFL educators to sustain the forward movement of innovation in English education in post-pandemic Saudi Arabia. The study concludes with recommendations for future applications.

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“…Furthermore, each school, high school, and the university were responsible for implementing its health policies. Instructors in the Autonomous Community of the Basque Country launched a walkout on September 15 in response to this scenario and the sense of anxiety it caused, with between 50-70 percent of teachers participating [15].…”