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Ethnographic Reflections of K–12 Distance Education in Saudi Arabia: Shaping the Future of Post-Pandemic Digital Education

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Listed:
  • Hibah Aladsani

    (Department of Curricula and Instruction “Education Technology”, School of Education, King Faisal University, Hofuf 31982, Saudi Arabia)

  • Ahlam Al-Abdullatif

    (Department of Curricula and Instruction “Education Technology”, School of Education, King Faisal University, Hofuf 31982, Saudi Arabia)

  • Manal Almuhanna

    (Department of Educational Technology, School of Education, King Saud University, Riyadh 11362, Saudi Arabia)

  • Azza Gameil

    (Department of Curricula and Instruction “Education Technology”, School of Education, King Faisal University, Hofuf 31982, Saudi Arabia)

Abstract

The health, social, and economic challenges we have faced have contributed to the improvement of educational styles and learning environments. Globally, the reflections of COVID-19 have contributed to the re-perception of the future of education and the anticipation of new scenarios. This qualitative study aims to deeply examine and understand the repercussions of distance education—specifically K–12 education (kindergarten to twelfth grade) during the pandemic in Saudi Arabia—and, with the findings, build anticipated scenarios for future post-pandemic digital education. This study adopts an ethnographic approach to investigate the cultural perspectives of those whose education was and has been greatly affected by this transition. Qualitative large-scale data (comprising 36 observations, 387 individual interviews, and 177 focus groups) were collected for 7 months in 2021 from 600 participants, all of whom were connecting in various ways to the K–12 educational system and varied by gender, age, profession, and academic degree. The findings were categorized into four themes: (1) educational outcomes, (2) teaching landscape, (3) parental involvement, and (4) societal and life aspects. The findings are discussed in a style that presents the most crucial aspects that we must consider for anticipated scenarios of future post-pandemic education. Each presents critical implications for teachers, students, parents, researchers, and educational authorities.

Suggested Citation

  • Hibah Aladsani & Ahlam Al-Abdullatif & Manal Almuhanna & Azza Gameil, 2022. "Ethnographic Reflections of K–12 Distance Education in Saudi Arabia: Shaping the Future of Post-Pandemic Digital Education," Sustainability, MDPI, vol. 14(16), pages 1-17, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:9931-:d:885829
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    References listed on IDEAS

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    1. Per Engzell & Arun Frey & Mark D. Verhagen, 2021. "Learning loss due to school closures during the COVID-19 pandemic," Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, vol. 118(17), pages 2022376118-, April.
    2. Turgut Karakose & Tuncay Yavuz Ozdemir & Stamatios Papadakis & Ramazan Yirci & Secil Eda Ozkayran & Hakan Polat, 2022. "Investigating the Relationships between COVID-19 Quality of Life, Loneliness, Happiness, and Internet Addiction among K-12 Teachers and School Administrators—A Structural Equation Modeling Approach," IJERPH, MDPI, vol. 19(3), pages 1-20, January.
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