Dr. Edward Pultorak I aimed in this qualitative study to explore the perception of male faculty members of inquiry-based teaching at the Curriculum and Instruction Department at Hail University in Saudi Arabia. I also investigated participants’ perspective on how implementing inquiry-based teaching influences meeting the educational goals of Saudi’s Vision 2030. I asked the following questions:1. How do male faculty members at the Department of Curriculum and Instruction at Hail University in Saudi Arabia perceive inquiry-based teaching? 2. How do you think inquiry-based teaching influences meeting educational goals of Saudi’s Vision 2030? I used a semi-structured interview protocol to collect the data from 18 male faculty members at Curriculum and Instruction Department (C&I). The findings showed that participants have partial knowledge of the role of both teachers and students. Also, only five participants have used an inquiry approach in their teaching. In addition, participants reported five major challenges of implementing inquiry with all participants agreeing that students were the biggest barrier to teaching with inquiry while only two of them mentioned lack of equipment. Finally, although all participants were aware of the scientific role of inquiry model in terms of meeting the educational goals of Saudi’s Vision 2030, majority of them were not able to explain how inquiry model could lead to meet the educational goals of Saudi’s Vision 2030. Moreover, I provided implications and suggestions for future research to enhance teaching in the (C&I) at Hail University through inquiry.

Previous research on framing has proved its strong effects on the social perception and political preferences of individuals. Therefore, the aim of this research is to explore how Saudi women's issues have been framed in a sample of United States and Saudi newspapers. Saudi Vision 2030 is the post-oil plan for the Kingdom of Saudi Arabia that was announced on April 25, 2016. The sample of this thesis was 300 news stories from eight newspapers. The U.S. newspapers were the New York Times, the Washington Post, the Wall Street Journal, and the Los Angeles Times. The Saudi newspapers were Al Riyadh, Okaz, Al Jazirah, and Al Watan. This thesis explores how these issues have been covered before and after Saudi Vision 2030 by answering five basic questions. Quantitative and qualitative methods were used to analyze the news stories. For the quantitative analysis, five pre-defined generic frames from Semetko and Valkenburg were adopted: conflict frame, human interest frame, morality frame, economic consequences frame, and responsibility frame. An inductive approach to find the new frames was used for the qualitative analysis. Moreover, this thesis looked at how U.S. and Saudi newspapers have visually framed Saudi women through an analysis of the types of images used in the news stories related to Saudi women's issues. The main finding suggests that within the used frames in the newspapers, the U.S. newspapers focused more on the human-interest frame, while the Saudi newspapers mostly used the economic frame. Furthermore, the types of issues covered are discussed.

This study assumes, rather than debates, that there is an increasingly global environmental crisis – global warming, loss of ozone layer, biodiversity loss, deforestation and desertification, natural resource depletion, toxic pollution - brought about by western nations’ abuse of the natural environment during nineteenth century industrialization, continuing through the twentieth century, and, many would argue, into the new millennium as well. Greens have been warning of the dangers of human-induced climate change since the 1960s. And yet, their analysis of the reasons for the wide and global range of ecological problems currently being experienced, of which climate change is only one, is not widely known. And even less so, are their solutions to the ecological crisis. This thesis, “Towards the development of a "green" worldview, and criteria to assess the "green-ness" of a text: Namibia Vision 2030 as example”, poses two research questions, and undertakes three tasks. The first question asks: “What does ‘seeing green’ as worldview mean?” “Green” emerges as not only pro-environmental attitudes and behaviours, but a fundamental challenge to western-cultural views on Self, and on the Self/Other relationship, including our human-nature relationship. It represents a total worldview, with its own legitimating narratives, epistemology, ontology, ethics, and viewpoints on real-world political issues as well. The green worldview differs sharply in its ultimate premises from mainstream sustainable development. On the green view, only the radical changes in Self, the Self/Other relationship, and society’s structures, which a green worldview demands, will be sufficient to avert the impending ecological crisis. A green worldview, while containing considerable diversity, is still sufficiently coherent and consistent that it can be reduced to a set of criteria and indicators for “seeing green”. This was the study’s second task. The study’s third task co-incides with its second research question: “How green is Namibia Vision 2030s worldview?” Namibia Vision 2030 is Namibia’s premier policy text designed to guide Namibia through a generation of sustainable development. Using the green criteria and indicators developed during the study, it is argued that particularly as far as this text’s ultimate premises on the human/nature relationship are concerned, its worldview is best described as pale green fading into grey. / Thesis (PhD)--University of Pretoria, 2008. / Psychology / unrestricted

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This essay critically analyzes the implementation of Saudi Arabia's Vision 2030 initiative through a detailed descriptive case study as the methodological framework, employing the Triple Bottom Line (TBL) model as the theoretical basis. The essay delves into the alignment of Vision 2030 with TBL principles, particularly in its influence on economic diversification, social inclusivity, and environmental conservation.  The study incorporated the three dimensions, concluding that Vision 2030 has successfully taken substantial steps in steering the Saudi economy away from its conventional reliance on oil. Socially, Vision 2030 places a significant emphasis on enhancing the quality of life for all Saudi citizens by investing in education, healthcare, and social welfare programs. On the environmental front, Vision 2030 demonstrates a steadfast commitment to sustainability through initiatives that promote renewable energy and environmentally friendly practices. The TBL framework serves as a valuable perspective for assessing the intricate impact of Vision 2030. Through an evaluation of the initiative's advancements in economic diversification, social inclusivity, and environmental preservation, it becomes evident that Vision 2030 is facilitating a more balanced and sustainable developmental trajectory for Saudi Arabia. / <p>My deepest gratitude extends to the individuals who have played a pivotal role in the success of this essay, particularly my unwavering family and cherished friends. Their unwavering support, encouragement, and constructive feedback have been instrumental in shaping my thoughts and refining the essay's content. I am particularly indebted to my esteemed advisor, Abdulelah Al Mutairi, whose guidance, expertise, and unwavering belief in my potential have been invaluable. His insightful suggestions and meticulous attention to detail have elevated the essay to a level I could not have achieved on my own. I am truly grateful for the collective support and encouragement that has made this endeavor possible.</p>

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There has been a mixed public response on social media toward Saudi Vision 2030, which could threaten public support of its implementation. This research investigated local tensions between social, religious, political, and economic values concerning the Saudi Vision 2030 plan, with a view to understanding the opportunities and challenges of social and cultural change within an evolving Saudi society. In this study, Twitter activity is treated as a societal mirror that reflects some of the perceptions regarding the transformations taking place within Saudi society. Both a case study informed by tweets sampled from Saudi Arabia and Vision 2030 related documentation explored how the current public social media discourse reflects existing social, religious, and cultural tensions concerning the government-proposed Vision 2030. This study drew on theoretical framework informed by Durkheim’s and Ibn Khaldun’s theory of social change, Merton’s strain theory, and Luhmann’s Social System Theory, to explore social, political, economic, and religious tensions found within the interactions of Twitter users around projects and events implemented or inspired by Vision 2030. An application programming interface (API) was used to retrieve Twitter posts, while a thematic analysis was applied to published documents related to Vision 2030 to identify Saudi society’s challenges to the implementation of the Vision. The study found that within Saudi society, Vision 2030 had an impact upon the normative disorder already taking place due to the rapid changes brought about by the Vision. Specifically, the study highlighted the link between ambiguous, clear, or absent norms, and a person’s pre-existing background knowledge. Social and religious group norms were more ambitious than clear, whereas economic group norms tended to be clearer. Finally, the study found that over time, through public debates, norms moved from an ambiguous and absent stage and became increasingly well-defined. The study showed that Saudi society, as a result of Vision 2030, is experiencing a normative disorder.

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For school libraries to sufficiently contribute to better information skills’ development and creation of a culture of lifelong learning among students, they require backing through well articulated policies both at national and individual school level. This study investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68% for school principals and 66% for school librarians, this study established that although the majority of the schools had school libraries, these were individual schools’ efforts. There were no government policies on school libraries and most of the schools lacked explicit library policies. Additionally, they had not embraced contemporary trends in technology and the major impediment was lack of financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should come up with national policies that will entrench school libraries in the education system. / Information Science / MA (Information Science)