Project-based Learning at a Saudi University: Faculty and Student Feedback

Abstract

Abstract Education for sustainable development (ESD) flourishes with student-centered learning methods, including project-based learning (PBL). These methods are still new to Saudi Arabian university students who tend to experience teacher-centered approaches. Saudi Arabia’s recent policy decision to shift to a knowledge-based economy that respects sustainability will benefit from PBL-enhanced learning. This small-scale qualitative study investigated faculty and students’ feedback on their experience with PBL. Four faculty members (three female, one male in accounting, sports management, and information management) and six female students (financial sciences or accounting) from an Eastern Province university college were interviewed (45 minutes) in 2020–2021 using Zoom. Without exception, the instructors were in favor of PBL as a teaching strategy, and students’ overall experience could be described as positive. A thematic analysis (89 % inter-rater reliability coefficient) generated three themes: (a) beneficial learning strategy, (b) beneficial but challenging learning strategy with room for improvement, and (c) sustained student support over the semester with exceptions. Saudi universities are encouraged to employ PBL in all courses and use assessment methods conducive to student-centered learning. Universities are encouraged to streamline the project approval process, which was quite involved herein. Communications with community partnerships are important, and faculty and students should be thoroughly in-serviced and oriented to PBL.