Saudi Vision 2030 in University English Educational Discourse at Qassim University: A Corpus-Assisted Analysis of Thematic and Publication-Time Maps of Development and Sustainability Lexis in Curriculum and Website Texts

Bashar Ragheb Hasan Odeh

doi:10.53286/rpx45z94

Authors

Bashar Ragheb Hasan Odeh Assistant Professor of Applied Linguistics, Department of English Language and Literature, College of Languages and Humanities, Qassim University, Kingdom of Saudi Arabia. https://orcid.org/0009-0008-7249-6371

DOI:

https://doi.org/10.53286/rpx45z94

Keywords:

Institutional discourse, Discourse studies, Corpus-assisted discourse studies, Development and sustainability lexis, Saudi Vision 2030

Abstract

This article investigates how Saudi Vision 2030 is recontextualized in the official English-language educational discourse of Qassim University. Rather than measuring policy visibility only through direct reference to the Vision, the study traces how development- and sustainability-related priorities are redistributed across institutional lexis, genre, and publication-time patterns. The analysis is based on a specialized institutional micro-corpus of 60 official English-language sources, evenly divided between Web texts and PDF documents. Using a CADS-informed design, the study combines thematic mapping, normalized frequency, document coverage, keyword-informed lexical profiling, exploratory Mann-Whitney U comparison, and qualitative concordance reading. The results show that Education and Skills is the most salient and widely dispersed axis, while the Web and PDF subcorpora perform different institutional functions. Web texts foreground competencies, employability, economic relevance, and innovation as part of an outward-facing academic identity. PDF texts, by contrast, encode alignment more strongly through governance, quality systems, regulations, and procedural documentation. The publication-time profile is interpreted cautiously as evidence of available publication and update cycles, not as a balanced diachronic record. Overall, the study argues that Vision 2030 enters Qassim University’s English educational discourse less through repeated explicit citation than through recurrent institutional wording that links quality, competencies, labor-market alignment, sustainability, governance, innovation, and partnership.

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