In cooperation with the Program for International Student Assessment (PISA) and Harvard University, OECD published a study on distance learning in the kingdom, and its response to education during the COVID-19 pandemic compared with 36 countries.
Saudi Arabia advanced in 13 ranks out of 16 indicators of average readiness in these countries. The results also showed that teachers have received significant support to overcome obstacles in applying eLearning. In addition, the Kingdom's Ministry of Education has a clear strategy for reopening schools and overcoming learning loss.
The study drew on international comparative data to explore the country's willingness to deal with the learning outcomes of the pandemic, school closure, and conduct international studies of school principals (TALIS), PISA, as well as OECD survey and Harvard University's survey on education responses to the Covid-19 program implemented by governments of 36 countries (April 2020).
Three surveys conducted in Saudi Arabia revealed the readiness of teachers to work in new learning models, online teaching and adjust teaching methods to meet the pandemic requirements as they were highly interactive with the ICT. Moreover, teachers and school principals are more open to change than their peers in all OECD countries. The study indicated the opportunity to enhance cooperation and digital skulls by the provision of online professional development. The study confirms that teachers are relatively well prepared to schools closure, but students struggle to access computers and quiet study spaces. However, learning motivation and support from parents and families contribute to overcoming challenges. Education in the Kingdom continues to be provided through alternative modes, such as television and online learning, with supervision from the government.
The study shows that schools are still developing their reopening plans, considering students' performance and the corrective actions along with providing insights on the schools’ ability to enhance teaching and learning using digital devices. Other aspects discussed the availability of ICT infrastructure, teachers and the ability to integrate digital device in education. It also highlighted the importance of maintaining physical distance, establishing effective distance learning systems, and fostering partnerships with technology and media to create an attractive learning environment and support teachers' professional development. The study also highlighted the need for continued preparation and assessment of learning experiences during the pandemic.
