Transforming Education in Saudi Arabia: Unlocking Success Through Innovative Teaching

Muhammad Tanveer

doi:10.48161/qaj.v5n3a1958

Authors

Muhammad Tanveer Business Administration Department, College of Business, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh 11432, Saudi Arabia.

DOI:

https://doi.org/10.48161/qaj.v5n3a1958

Keywords:

innovative pedagogical approaches, student engagement, institutional support, performance, management.

Abstract

The aim of this study is to evaluate the impact of Innovative pedagogical approaches on student engagement with institutional support and characteristics as the moderating factors. This paper employs quantitative approach in evaluating the flipped classroom, project-based learning, blended learning, experiential learning, and technology integration in increasing students’ engagement. The target population of the present study is the student and teachers of colleges and Universities of Saudi Arabia from different socio-economic strata. A stratified random sampling technique was used to ensure that participants were drawn from different education level and socio-economic status and after screening the participants, 370 participants were selected. The data were gathered by means of a structured questionnaire which has been adapted from other similar studies. The findings reveal that innovative pedagogical approaches significantly enhance student engagement, with institutional support and students' characteristics positively moderating this relationship. These findings highlight the need for institutional investment and learner-centered strategies to improve engagement and learning outcomes. The study underscores the importance of adopting modern teaching methods and providing robust institutional support to maximize student engagement. The study therefore calls for implementation of contemporary teaching practices and full support of institutions in order to enhance student learning. Additional research should consider higher-level outcomes of these findings and include mixed-methods research to better capture the nature of students’ engagement within learning environments.

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