This study began as an exploration of the potential within the Saudi Arabia secondary school system for a cooperative approach to teaching and learning based on psychological principles to be adopted. It developed into an exploration of the culture of the education system and the wider culture within which this approach would operate. The study was divided into three Phases: the first one explored the current system; the second investigated participants' evaluation of Cooperative Learning; and the third explored the practice of three teachers interested in this approach. In all three Phases, the development of the focus of the thesis is explained. An overview or me cultural, economic, political and religious context within which the education system in Saudi Arabia operates contextualizes the research. An extensive review of the literature on Cooperative Learning was carried out in order to clarify the principles and theoretical underpinnings which would impact on the feasibility of it being adopted. A variety of research tools were used. Interviews and observations were carried out in Phases One and Three. In the second Phase, questionnaires and focus group discussions surveyed responses to a recorded introduction to the approach. In Phase One, participants were chosen from a range of groups, based on their function in the system (from teacher trainers to students) whereas in Phase Two only teachers and teacher trainees participated. Three teachers, their Head Teachers and students were the participants in the case studies in Phase Three.

In recent years and as a result of the increasing pace of advances in technology and especially developments in the use of ICT in schools, teachers are now expected to make routine use of ICT in their teaching. This research sought to obtain deeper insight into Saudi secondary school teachers' ICT usage and its relation with ICT educational policy, teachers’ perceptions and attitudes towards the use of ICT in the teaching and learning process, and their envisions of possible and preferable usage of ICT in education in the future. The study utilised a sociocultural approach: data was collected via interviews and self completed questionnaires. A total of 14 interviews were conducted with teachers, ICT coordinators and head teachers, and 266 teachers drawn from ten secondary schools in Riyadh City completed the questionnaire. The findings indicate there is widespread use of ICT in secondary schools and most teachers have positive views towards ICT. Teachers pointed to a number of motivators summarised in this formula: internal incentives + school encouragement = competent ICT use in education. Three main factors were found to be hindering teachers' ICT use: time constraints, lack of training, and financial issues. Teachers’ ICT use is guided by policies: the research found that teachers’ ICT use is more influenced by schools’ policy than Ministry of Education policy which they are either unaware of or do not fully understand because of difficulties in implementing it. Finally, teachers anticipated future changes in their role to a facilitator and advisor. Teachers hoped for comprehensive improvement of education, radical curriculum change, and continuous teacher training.