Moral Agency in Saudi Education: Defining Suitable Outcomes within Curriculum Reform
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| Title: | Moral Agency in Saudi Education: Defining Suitable Outcomes within Curriculum Reform |
|---|---|
| Language: | English |
| Authors: | Mashael S. Alharbi (ORCID |
| Source: | Open Education Studies. 2026 8(1). |
| Availability: | De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Middle School Teachers, Moral Values, Ethical Instruction, Integrity, Curriculum Development, Family Relationship, Cultural Relevance, Family Environment, Daily Living Skills, Religion, Values Education, Islamic Culture, Teacher Attitudes |
| Geographic Terms: | Saudi Arabia |
| DOI: | 10.1515/edu-2025-0137 |
| ISSN: | 2544-7831 |
| Abstract: | This research explores the moral agency of teachers within the framework of Saudi Arabia's education reform. The inclination toward Global Education Reform Movement elements, such as decentralization and preparing students for global competitiveness, necessitates investment in human capital for future competition and challenges. Ethnographic methods were utilized in this study. The study sample was a group of nine teachers from Saudi elementary and middle schools who specialize in family and everyday life skills. They participated in in-depth interviews during one academic semester. The findings of this research highlight that teachers' moral agency in this setting has three main focus areas: (1) the importance of leading students toward moral integrity; (2) the importance of commitment to teaching family and everyday life skills; and (3) the importance of knowledge in teaching family and everyday life skills. The evidence illustrates that teachers' moral agency is significantly influenced by their interaction with students, thus granting them a say in defining educational priorities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500064 |
| Database: | ERIC |
| Abstract: | This research explores the moral agency of teachers within the framework of Saudi Arabia's education reform. The inclination toward Global Education Reform Movement elements, such as decentralization and preparing students for global competitiveness, necessitates investment in human capital for future competition and challenges. Ethnographic methods were utilized in this study. The study sample was a group of nine teachers from Saudi elementary and middle schools who specialize in family and everyday life skills. They participated in in-depth interviews during one academic semester. The findings of this research highlight that teachers' moral agency in this setting has three main focus areas: (1) the importance of leading students toward moral integrity; (2) the importance of commitment to teaching family and everyday life skills; and (3) the importance of knowledge in teaching family and everyday life skills. The evidence illustrates that teachers' moral agency is significantly influenced by their interaction with students, thus granting them a say in defining educational priorities. |
|---|---|
| ISSN: | 2544-7831 |
| DOI: | 10.1515/edu-2025-0137 |
