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Dr. Patricia Davies

Associate Professor in the College of Science and Human
Studies at Prince Mohammad bin Fahd University in Saudi Arabia.

Dr Patricia Marybelle Davies is an Associate Professor in the College of Science and Human
Studies at Prince Mohammad bin Fahd University in Saudi Arabia. She completed a Doctorate in
Educational Technology Leadership and Policy at the University of Manchester. For 12 years she
was Head of Computer Science at an American curriculum college in Surrey, England. Dr Davies
is a Principal Fellow of the UK’s Higher Education Academy. In 2016, 2017 and 2018, she was
awarded Google Educator Grants aimed at providing continuous professional development for
computing and computer science teachers. Her research includes critically examining
educational technology applications for advancing student learning and, more recently,
developing learning applications through the use of automated content analysis. Dr Davies is a
member of the Risk Assessment & Audit Committee of the British Educational Research
Association. She sits on the President’s Cabinet and chairs the Faculty Excellence Committee at
PMU. Presenting with her members of the PMU Student-led cyberlearning Research Group.

Abstract - Section 5


Exploring the Relationship Between Teacher Instructional Practices and Student Understanding in Secondary Schools in Saudi Arabia​

Teaching professionals worldwide require a wide range of skills, knowledge and expertise to do
their work effectively. Teachers and students co-exist in classrooms where the former is
responsible for instructing and assessing the latter and providing them with associated
complimentary services. But how and to what extent this instruction leads to learners
constructing an understanding of the curriculum content has been the subject of many debates.
The Kingdom of Saudi Arabia (KSA) is poised for national reform through its Vision 2030, which
aims to reduce dependence on oil, develop public sector services and expand the economy.
Central to this change is educating Saudi students to be analytic thinkers so they can pursue
STEM courses at university and assume essential decision-making roles in the future. This
research explores the relationship between current teaching approaches and student
understanding in KSA secondary schools, with a view to providing viable alternatives for the
future. The research uses Inayatuallah’s future research methodology Causal Layered Analysis.
It involves four research levels: Litany, Social Causes, Worldview and Myth or Metaphor. Data
are collected from 150 secondary teachers using online surveys, interviews and focus groups.
This work-in-progress presentation will discuss the methodological approach to researching
how teaching instruction and the systemic factors driving teaching in KSA schools can impact
students’ understanding.

Abstract - Section 9


A Futures Approach to Student Participation in Leadership: Cases from the UK and KSA​

Many attempts have been made to understand the role of students in educational leadership. Even twenty-first-century education systems continue to silence the voices of those meant to be the beneficiaries of policy decisions. This presentation examines student involvement in educational technology policy-making from two cultural perspectives, UK and KSA. It presents the methodological approach of student-led projects in both regions aimed at devising technology policy recommendations. Data about student leadership are collected through observations, document analysis and interviews with the student leaders, some of whom are co-authors of this text. Their conversations provide a worldwide perspective on why a student- led approach to policymaking cultivates equitable 21st-century education systems.

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