Obstacles in Implementing Learner-Centered Pedagogies in Saudi EFL Context: Implications for Teacher Development

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Implementation of learner-centered instruction in Saudi universities remains hindered by cultural barriers and institutional limitations.
A thematic analysis identified five barriers, including cultural barriers and absence of professional training, affecting EFL teaching methods.
Qualitative phenomenological methods based on semi-structured interviews with ten instructors emphasize the policy-practice gap in education.
The findings highlight the urgency for systematic changes and context-specific training for effective EFL teacher development.

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Qualitative analysis reveals barriers faced by EFL teachers in Saudi Arabia, suggesting the need for targeted training.

Anas Almuhammadi (2025) studied this question.

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