Adapting Montessori Education In Saudi Classrooms

Abstract

This study examined how teachers have adapted Montessori education in Saudi classrooms to align with Saudi sociocultural practices. Data were gathered from semistructured interviews and on-site observations of two Saudi instructors in two Montessori classrooms in Saudi Arabia, using a qualitative multicase study approach. NVivo software was used to analyze the data thematically. According to the study’s findings, the teachers most effectively incorporated Saudi sociocultural norms into circle time, classroom activities, and the daily classroom routine. The sociocultural theory shed light on how the teachers’ experiences, backgrounds, and beliefs influenced how they adapted Saudi sociocultural practices. Recommendations are made for higher education programs and the Saudi Ministry of Education. Future research might compare and contrast Montessori education in Saudi Arabia and a Western nation to illustrate cultural influences on the Montessori method.