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This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a Critical Discourse Analysis perspective and examines how they have changed pre- and post-21st century. First, a policy document related to education in KSA in general (pre-21st century) is analyzed along with an English language teaching (ELT) policy document of the same period. Next, two general policy documents post-21st century are explored, followed by one related to ELT policy. Finally, one post-21st century document related to higher education is discussed. The “network of practices” within which these documents are situated are first detailed, as well as the structural order of the discourse, and some linguistic analysis of the choice of vocabulary and grammatical structures (Meyer, 2001). Issues which might be problematic to the learning and teaching identities of the students and teachers interpreting these documents are also highlighted. Finally, we consider whether the network of practices at this institution and KSA in general “needs” the problems identified in the analysis and critically reflect on the analysis.

What kinds of support do interstate rivals provide to domestic actors in ongoing civil wars? And how do domestic actors utilize the support they receive? This chapter answers these questions by comparing Iranian and Saudi military and non-military (mediation, foreign aid and religious soft-power promotion) support to the Houthis and to the Government of Yemen (GoY) during the Saada wars (2004–2010) and the internationalized civil war (2015–2018). It also focuses on the processes through which the GoY and the Houthis have utilized this support for their own strategic purposes. This chapter applies a structured, focused comparison methodology and relies on data from a review of both primary and secondary sources complemented by 14 interviews. This chapter finds that there were less external interventions in the conflict in Saada than in the internationalized civil war. During the latter, a broader set of intervention strategies enabled further instrumentalization by domestic actors, which in turn contributed to the protracted nature of the conflict. This chapter contributes to the literature on interstate rivalry and third-party intervention. The framework of analysis is applicable to civil wars that experience intervention by rivals, such as Syria or Libya.

The Kingdom of Saudi Arabia provides an interesting case study of a Middle Eastern country that has begun to exploit its potential as a destination. Tourism in the Kingdom interacts with a variety of sectors and all elements of the Saudi society, and involves individuals as well as organizations. The country is currently facing numerous economic challenges, emphasizing tourism training and education to provide the necessary skills to meet these challenges and to ensure the successful application and maintenance of sustainable tourism practices. This chapter discusses the current state of tourism in Saudi Arabia and its planned development initiatives, with a focus on responsible tourism planning.

This chapter discusses how assistive technology (AT) has been used in Saudi inclusive schools. It also synthesises issues and challenges that play significant roles in using AT with students with disabilities in inclusive education. These topics include Kingdom of Saudi Arabia regulation and legislation for AT, teachers' attitudes and knowledge of AT, professional development, AT specialists to support AT use in inclusive education and integrating AT in students' Individual Education Plans. Moreover, the chapter explains how the education section in the Saudi Vision 2030 focusses and discusses the enhancement of AT use among students with disabilities in the inclusive education.

This chapter considers food security in the Kingdom of Saudi Arabia from a global perspective within a water-energy-food nexus framework.

A general water-energy-food nexus framework is used to analyze the interplay of water scarcity, relative energy abundance, and food production and consumption in the Kingdom of Saudi Arabia. We identify crucial considerations from the perspective of high food import dependency based on sourcing food to the Kingdom of Saudi Arabia through food imports and foreign investments.

The Kingdom of Saudi Arabia has introduced major reforms to reduce the use of highly subsidized but very scarce water for domestic feed and food production. However, the country is now more vulnerable to increasing food demand in relation to high, volatile world market prices, particularly for cereals. Despite major reforms in agricultural production, the KSA government faces serious challenges.

Developing strategies to meet the KSA food security objectives is essential. The KSA government should push reform even further and revise its policy regarding forage crops to save scarce water resources. Furthermore, the Kingdom of Saudi Arabia would benefit from a more extensive food security strategy in which food stocks and subsidies are complemented by in-kind and cash transfers.

Electronic transactions play a substantial role in many automated transactions in government organizations. The introduction of e-government is key as among other benefits it will raise the quality and transparency, and reduce the corruption that may occur especially in money. Saudi Arabia is considered one of the G20 countries. These countries seek to maintain the international financial stability, where Saudi Arabia has an economic weight to influence the global economy. Through this chapter, we will understand the various benefits both socially and economically that the government of Saudi Arabia is reaping through the introduction of e-government. It is these impacts that have had a significant influence on the global market regarding economic impacts. To better understand this, we evaluate the various applications that have been included in the e-government to foster these establishments. Among them includes Yesser, Tadawul, Absher and the national contact center. From them, the government is enjoying various benefits that will raise them high the economic scale globally. Also, the author looks at the strategies that have been put in place by that particular government to ensure that e-government is established as planned.

This chapter aims to shed light on some aspects of instructional collaboration with the purpose of providing further understanding of how teachers collaborate and what hinders their collaboration in Saudi inclusive and mainstream schools. Instructional collaboration among teachers in Saudi educational settings has not been thoroughly reviewed, nor has it been adequately considered as an essential component in assuring the implementation of inclusive education. The voice of two special education teachers and two college professors are presented and discussed in order to explain and clarify aspects of instructional collaboration. The last part of the chapter delineates proposed changes that may motivate teachers and aid them in developing a clear understanding of how to practice instructional collaboration in inclusive and mainstream settings, namely, provision of professional development for special and general education teachers, endorsement of legislation and regulations to promote instructional collaboration, and development of teacher education programs.

The case study demonstrates that China and the Kingdom of Saudi Arabia’s (KSA) energy transformation strategies share many similarities and enjoy a great degree of complementarity. This complementarity is not limited to the territory of the two nations, but has become a successful vehicle for joint Sino-KSA investments in the Arab peninsula as well as in the Middle East and North Africa. Leading to a new paradigm that runs along the lines of China’s staggering Belt and Road Initiative, the convergence of policies represents a new reality due to its potentiality to influence not only the energy sectors of the largest Arab’s economy and world’s most powerful one, but also over their partners.

Faced with the existential threat of COVID-19, the College of Business Administration (CBA) at Princess Nourah Bint Abdulrahman University (PNU) decided to work toward the dual goals to achieve accreditation and an effective social and educational response to the pandemic. CBA’s quality improvement process was implemented synergistically with Seligman’s (2011) PERMA well-being model, namely positive emotions, engagement, relationship, meaning, and accomplishment/achievement. The case study methodology, which was based on direct observations, faculty and students’ interviews, surveys, feedback, documents, and archival data records, allowed to capture the context and lived reality of all the participants in QAA processes. Results showed that quality improvement was facilitated through three domains: (1) governance and academic leadership, (2) teaching and learning, and (3) digitalization and technology. Within each domain, specific programs, activities, human resources, and networks were enabled through a framework based on the PERMA well-being model. As a result of this hybrid QAA well-being implementation process, CBA achieved NCAAA accreditation for its offered programs, while experiencing high levels of well-being and commitment to teaching and learning by the staff members and students. The description of CBA’s accreditation journey might be insightful for other higher education institutions (HEIs).