English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-up Study of One Khbrat University Program

A mixed-methods study examines the impact of pandemic-driven move to virtual learning on K-12 (kindergarten through twelfth grade) English teacher experiences in Saudi Arabia inform future development teaching country. Research is limited instruction country, and it just emerging pandemic’s education MENA region. The 35 subjects were educators who completed government-sponsored professional program, Khbrat, at one U.S. university. Contextualized within literature technology instruction, leadership frameworks, Vision 2030 reforms, explores convergence technological, institutional, socio-cultural factors affecting innovation address research question how pandemic has impacted Khbrat graduates as EFL teachers change agents their Integrated analysis survey interview data reveals patterns both acceleration constraint. Findings suggest pathways leverage acquired knowledge skills deliver with a more pedagogical focus build coalitions among sustain forward movement post-pandemic Arabia. concludes recommendations for applications.