The Contribution of University EFL Instructors in Creating Educational Strategies to Develop Ideological Security at the University of Tabuk within the Saudi Vision 2030

Abstract

This study aimed at examining the contribution of university EFL instructor in creating educational strategies to develop ideological security at the University of Tabuk (UT) within the Saudi Vision for the academic year 2020. This mixed-mode research included 60 EFL instructors who were selected randomly from the Institute of Languages (IL) at UT in Saudi Arabia. It is based on the general theory of security and modern theories of the analysis of social phenomena (Fairclough, 2003). The researcher implemented two research instruments to elicit data from the participants are; questionnaires and a semi-structured interview. The analysis was done quantitatively and qualitatively using statistical (SPSS; Version 24.0) and thematic analysis. The results revealed that EFL instructors have a great and in-depth contribution to creating educational strategies in developing ideological security based on 2030 Vision. 64% of the participants indicated that existing educational strategies implemented by EFL instructors for developing ideological security amongst learners. 87% of them pointed out that creating educational strategies affect developing ideological security at UT. Whilst 86% of them said that UT EFL instructors support the idea of ideological security and globalization within the Campus. Also, the qualitative findings indicated that the contribution of university EFL instructors in creating educational strategies to develop ideological security at UT within the Saudi Vision 2030 was very effective and strengthened learners’ belief in national identity. Additionally, the results indicated that EFL instructors’ awareness concerning developing ideological security was acceptable and showed high agreement towards the creation of educational strategies. This study recommends that further research be carried out on this concern.