Toward an Instructional Philosophy: A Theoretical Framework for Teaching and Training at Salman Bin Abdulaziz University (SAU)

Yasine Qandile, Wajeeh Al-Qasim


The purpose of this study is to construct a clear instructional philosophy for Salman bin Abdulaziz University to develop as a fundamental base for teaching and training as well as a theoretical framework for curriculum design and development. The study attempts to answer the main questions about pertaining to the basic structure of contemporary higher education instructional philosophy and the essential content of SAU instructional philosophy.

The researchers utilized the analytical descriptive method to analyze the available literature in the fields of philosophy of education, philosophy of higher education; educational psychology and pedagogy in order develop the intended structure of the SAU instructional philosophy.

The study concludes with recommendations for designing and implementing curriculum and training programs SAU should bear in mind (a) the nature of adult learners and the need to relate instructional goals to their life experiences and careers, (b) the need to collaborate with them to develop the learning outcomes, (c) the crucial importance of incorporating the  learners’ needs and  prior-experience, and (d) the importance of using an eclectic approach or a blend of learning strategies suitable for increasing students or trainees participation and involvement in learning activities.

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International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online) Email:

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