The Effectiveness of Educational Policies in Improving Learning Outcomes in Light of Saudi Arabia’s Vision 2030 Targets from the Perspective of Experts 10.35781/1637-000-171-004

Abstract

Abstract

This qualitative descriptive study aimed to explore educational experts' perceptions of the effectiveness of educational policies in improving learning outcomes in light of the targets of Saudi Arabia's Vision 2030. The study adopted a qualitative descriptive approach, utilizing an open-ended questionnaire to collect data from a purposive sample of nine Saudi educational experts. Data were analyzed using thematic analysis. The results revealed that experts unanimously acknowledge the strength of the policies' strategic design and their close connection to Vision 2030, yet they perceive their actual field effectiveness as moderate and gradually improving, highlighting a clear gap between policy texts and school-level implementation. Digital transformation emerged as the most prominent policy, followed by curriculum development and the national assessment system (Nafis). The experts identified four main challenges: an implementation gap, insufficient qualitative training, resistance to change, and excessive administrative burdens. Their key developmental proposals focused on empowering teachers and school leadership, reforming assessment systems, and enhancing decentralization. The findings were discussed in light of theories of educational change (Fullan, 2016), professional capital (Hargreaves, 2020), distributed policy (Honig, 2006), and learning outcome levels (Hattie, 2009). The study concluded with practical recommendations for decision-makers and practitioners, along with suggestions for future research.
Keywords: Educational Policies, Learning Outcomes, Perceived Effectiveness, Saudi Vision 2030, Educational Experts, Qualitative Study