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Sustainable Development Goals (SDG) 2030 and Saudi Vision 2030: Education as a Pathway to Socioeconomic Growth

Guest editors:

Professor Janina Brutt-Griffler, Associate Dean for International Education and Language Programs, The State University of New York at Buffalo, USA, bruttg@buffalo.edu

Dr Mohammad Nurunnabi, Department of Accounting, Prince Sultan University, Riyadh, Saudi Arabia, mnurunnabi@psu.edu.sa 


Special Issue Topic:

PSU Research Review is seeking scholarly manuscripts for a special issue on Saudi/SDG Vision 2030: Education as a Pathway to Socioeconomic Growth, scheduled for publication in December 2018. The special issue aims to underscore the role and impact of education in pursuing socioeconomic development and realizing Saudi/SDG Vision 2030.

UN’s Secretary-General, Antonio Guterres has called for action on all governments, private sector, and civil society to fulfill the 2030 Agenda for Sustainable Development Goals (SDG). His 2017 call outlines a broad and universal policy agenda that applies to all countries and aims to free humanity from poverty, bring quality education, eradicate gender and social inequalities, secure healthy living and bring prosperity for all. It is a set of 17 integrated targets to guide focused actions in the economic, social and environmental advancement.

At the national level, Saudi Arabia’s council of ministers approved an ambitious plan called “Vision 2030.” It puts emphasis on creating a more diverse and sustainable economy, attempting to position Saudi Arabia as “a driver of international trade” that connects three continents: Africa, Asia, and Europe. The plan’s three themes, “a vibrant society”, “a thriving economy” and “an ambitious nation,” all carry implications for a long term intellectual engagement among its citizens and call for a series of concrete pragmatic approaches and programs in order to realize Vision 2030 (Nurunnabi, 2017).

Our special issue aims to contribute to this project by providing space for sharing research pertinent to realizing Saudi/SDG 2030 program. Education and innovation within the educational systems, will play a key role in realizing the goals and objectives of SDG and Saudi Vision 2030, including developing the Saudi economy into one of the 15 largest in the world, lowering unemployment, increasing foreign direct investment and increasing the participation of women in the workplace. Our special issue seeks to identify and report research on areas of education and policy that support economic diversification and socio-cultural development within the framework of SDG/Saudi Vision 2030.

We welcome innovative research and conceptual papers in areas such as:

  1. Competency-based educational curricula in primary, secondary and higher education that prepare students to meet the demands of the knowledge economy;
  2. New models of teacher, school leadership, and higher education programs that promote inclusive education, promote gender equity, reduce social inequalities among all students and parents;
  3. Innovations in the use and training of digital technologies in school curricula;
  4. Science and literacy education for the new knowledge economy and global workplaces – policies, research and practices;
  5. Research on the effectiveness of learner-centered education model(s).

Submission Procedure:

Submissions to this journal are through the Scholar One submission system here: http://mc.manuscriptcentral.com/prr

Please visit the author guidelines for the journal at

http://www.emeraldgrouppublishing.com/services/publishing/prr/authors.htm

Please ensure you select this special issue from the relevant drop-down menu of the submission process.


Submission Deadline: 30 August 2018


Important dates:

  • Call for Papers: May 2018
  • Peer review results: September 20, 2018
  • Notification of final acceptance: September 30, 2018
  • Publication: December 2018

Contacts:

If you have any queries please feel free to discuss your manuscript ideas with the Guest Editors: Professor Janina Brutt-Griffler, Associate Dean for International Education and Language Programs, The State University of New York at Buffalo, USA, bruttg@buffalo.edu or Dr Mohammad Nurunnabi, Department of Accounting, Prince Sultan University, Riyadh, Saudi Arabia, mnurunnabi@psu.edu.sa


References:

Brutt-Griffler, J. (2017). English in the Multilingual Classroom: Implications for research, policy and practice. PSU Research Review, Vol. 1 Issue: 3, pp.216-228, https://doi.org/10.1108/PRR-10-2017-0042

Brutt-Griffler, J., & Kim, S. (2017). In their own voices: Development of English as a gender-neutral language. English Today. [Online], available at: https://doi.org/10.1017/S0266078417000372

Nurunnabi, M. (2017), “Transformation from an Oil-based Economy to a Knowledge-based Economy in Saudi Arabia: The Direction of Saudi Vision 2030”, Journal of the Knowledge Economy, Vol. 8 No. 2, pp. 536–564.

The United Nations (2017). Sustainable Development Goals. https://www.un.org/sustainabledevelopment/sustainable-development-goals/