Teacher Professional Development for Achieving Smart Education in Malaysia, China, and South Korea, and How to Apply These Lessons in Saudi Arabia: A Comparative Study
DOI:
https://doi.org/10.35696/6d8jes71Keywords:
Professional Development for Teachers, Smart Education, Institutional Partnerships, Development SystemAbstract
This study investigates the reality of professional development for teachers in Malaysia, China, and South Korea as a foundation for achieving smart education, highlighting similarities and differences across these experiences and exploring ways to adapt them in Saudi Arabia. Using a comparative approach that analyzed literature, official documents, and relevant studies, the research examined professional development along two axes: developmental practices and influencing forces. Findings revealed that all three countries strategically prioritized professional development as a key driver of smart education, converging on continuous training, digital competency building, and the integration of modern technologies, while differing in implementation mechanisms shaped by national priorities. The study emphasizes that Saudi Arabia can benefit from these experiences by establishing a sustainable national framework, enhancing digital skills, linking professional development to incentives, and fostering professional learning communities and institutional partnerships, thereby supporting the objectives of Vision 2030.Downloads
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