Economic Transformations in Educational Policies According to Saudi Vision 2030 from the Perspective of Education Economics Experts

Abstract

The current study aimed at a statement on the concept of economic transformations, a statement on the education economists’ viewpoint on the economic transformations in educational policies to achieve the Kingdom’s Vision (2030), and clarifying whether there are statistically significant differences at the level of significance (a≤0.05) between the educational economists’ viewpoints. On the economic transformations in educational policies according to the Kingdom’s vision 2030 due to the variable (gender, educational qualification, job title), the descriptive analytical method was used, and the study sample consisted of (34) educational economics experts, and the researcher adopted the questionnaire as a tool for this study, The results of the study showed that: The general average of the responses of the study sample members, the economists of the study, about the economic transformations in the educational policies, with a degree (agreement), with an average of (3.75) and a standard deviation of (10.7). The arithmetic averages of the phrases ranged between (3.3-4.14), and there are no significant differences Statistical at the level of significance (a≤0.05) between the views of educational economists experts on the economic transformations in educational policies according to the Kingdom’s vision 2030 due to the variable (gender, educational qualification , job title), and in light of the results of the study, the researcher recommends the need to strive for the development of higher education policies in the Kingdom of Saudi Arabia to enhance the economics of education and knowledge economies to achieve global competitive excellence, and the need to strive hard and relentless by the Ministry of Education to develop research centers to advance its competitive and economic ability to achieve the Kingdom's Vision (2030).