Engaging Students in a Professional Ethics Course: Perspectives from Saudi Undergraduates

Abstract

The Professional Ethics course at King Saud University is part of the mandatory Islamic culture curriculum in Saudi higher education. While more attention has focused on the curriculum development of Islamic culture courses, less emphasis has been placed on teaching methods. This article initiates a discussion on integrating practical learning approaches to improve student engagement and understanding in these courses. The research explores undergraduate students’ perspectives of project-based learning (PBL) implemented in the Professional Ethics course. Both quantitative and qualitative data were collected through a survey disseminated among students of this course (N = 113). The findings show that students found this learning experience engaging and enjoyable. They reported improvements in teamwork and leadership but faced challenges in time management, task division, and communication. Students suggested clearer guidelines, smaller groups, and flexible deadlines. The findings highlight the potential of practical learning approaches to enhance the teaching and learning in Islamic culture courses.