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The purpose of this paper is to critically examine the impact of 9/11 on education in the Kingdom of Saudi Arabia. The authors take a historical approach in order to speak more broadly about higher education policy in Saudi Arabia and show how the post 9/11 context of education in Saudi Arabia has led to a new paradigm in educational policy, which has moved away from what McCarthy et al. call “safe harbors” in schooling and education.

The authors first define neoliberalism and then describe its manifestations and impact on the Saudi Arabian educational context, particularly post‐9/11. The authors also describe the arguments against adopting a neoliberal approach and suggest a new neoliberalism that addresses the needs of a glocalized Saudi higher educational community.

A neoliberalism paradigm has been adopted by education policy writers and university academics. In addition, the university learners have enthusiastically embraced neoliberalism and globalization. However, the authors argue that the local conditions make a complete transformation to neoliberalism inappropriate and that, instead, a glocalized form of neoliberalism is required to meet national and individual needs and to ensure the buy‐in of local teachers/lecturers.

This paper has implications both locally and internationally. It provides insight into the changes that occurred in the educational policy of Saudi Arabia post 9/11. This in turn explains how Saudi Arabia's sudden shift in education gears towards the local market needs. Hence, this “glocalized” neoliberalism could hopefully address the needs of local learners and teachers to operate in a globally competitive environment, as well as address the fears of local critics.

This is the first paper in the context of Saudi Arabia that deals with a “Neoliberalism approach” in unpacking the educational policy paradigm shift post 9/11.

This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a Critical Discourse Analysis perspective and examines how they have changed pre- and post-21st century. First, a policy document related to education in KSA in general (pre-21st century) is analyzed along with an English language teaching (ELT) policy document of the same period. Next, two general policy documents post-21st century are explored, followed by one related to ELT policy. Finally, one post-21st century document related to higher education is discussed. The “network of practices” within which these documents are situated are first detailed, as well as the structural order of the discourse, and some linguistic analysis of the choice of vocabulary and grammatical structures (Meyer, 2001). Issues which might be problematic to the learning and teaching identities of the students and teachers interpreting these documents are also highlighted. Finally, we consider whether the network of practices at this institution and KSA in general “needs” the problems identified in the analysis and critically reflect on the analysis.

The purpose of this paper is to critically examine the history of education in the Kingdom of Saudi Arabia and its impact on modern teaching practices. It explores the relationship between traditional practices, teacher identity and English language teaching within an increasingly complex context.

The authors undertake a critical review of education in Saudi Arabia utilising critical reflexivity and their local social knowledge as a means of interrogating practice, research of the field, and related texts.

The paper indicates a direct link between historical teaching practices in early Saudi Arabia and the current teaching of English. It suggests the concept of “hybridity” as one way for local English teachers to construct identities that meet the contextual challenges.

This paper has implications both locally and internationally. It provides insight into teaching practices preferred by teachers and students in an Arabian context. This in turn has the potential to inform policy and curriculum development by local educators and foreign contractors in Saudi Arabia that take teacher and student identity into consideration. It also facilitates a more nuanced understanding of their Saudi Arabian students by Western educators and administrators.

Although work has been done on teacher identity in Saudi Arabia and limited studies have examined the impact of English as a global language, this is the first study to examine the interplay between historical praxis, teacher identity and the conflicting pressures of teaching English in this context.

The purpose of this paper is to develop an extended model of technology acceptance to include behavioural beliefs (perceived usefulness and perceived ease of use), subjective norms, management support (at institutional and governmental levels) to examine the academics’ internet acceptance behaviour within the Pakistan and Turkish context. In addition to this, impact of cultural dimension individualism-collectivism (IC) is also examined on the basis of moderator construct.

Data were collected from 380 academics’ using a cross-sectional survey. Data were analysed using structural equation modelling (partial least squares) in conjunction with multiple group analysis.

The results revealed that proposed model achieved acceptable fit with the data (i.e. R2=39 per cent in intention) and most of the hypothesised relationships were supported. The results also revealed that culture showed a moderating effect on hypothetical relationships. Specifically, the effects of management support were stronger for the respondents having high on collectivist society (i.e. Pakistan).

The study is useful in non-western cultural contexts. Specifically, in contrast to previous studies, diversity of individuals’ acceptance behaviour is examined in Turkey and Pakistan. Additionally, this study had examined moderating impact of cultural dimension (i.e. IC) over academic’s behavioural intention to accept the internet technology.

Najib Mahfuz is the first Arab‐language author to win the Nobel Prize in literature. Born in 1911 the son of a middle‐class Jamaliyah merchant, he became the most popular novelist in Egypt and the Arab countries.