Transforming Education Policy and Administration in Saudi Universities: Aligning Governance, Curriculum, and Technology with Vision 2030 Objectives

Abstract

This qualitative case study examines how Saudi universities are aligning governance, curriculum, and technology (GCT) with Vision 2030 objectives. Conducted at a flagship public university, the study draws on data from 25 semi-structured interviews with senior administrators and faculty, document analysis of strategic plans, and direct observations. Findings reveal significant strides in decentralized governance structures, industry-aligned curricula, and robust digital infrastructure. However, entrenched cultural and institutional legacies—including hierarchical leadership norms, resistance to pedagogical innovation, and generational technology gaps—limit full policy alignment. The research proposes a comprehensive roadmap highlighting leadership development, blended learning models, interdisciplinary initiatives, and culturally adaptive strategies. Key recommendations encompass phased technology integration, co-designed curricula, and metrics-driven accountability. By addressing these dimensions holistically, Saudi universities can bridge the gap between Vision 2030 policy and educational practice, producing globally competitive graduates while preserving cultural identity.