Transforming Education Policy and Administration in Saudi Universities: Aligning Governance, Curriculum, and Technology with Vision 2030 Objectives

This qualitative case study examines how Saudi universities are aligning governance, curriculum, and technology (GCT) with Vision 2030 objectives. Conducted at a flagship public university, the study draws on data from 25 semi-structured interviews with senior administrators and faculty, document analysis of strategic plans, and direct observations. Findings reveal significant strides in decentralized governance structures, industry-aligned curricula, and robust digital infrastructure. However, entrenched cultural and institutional legacies—including hierarchical leadership norms, resistance to pedagogical innovation, and generational technology gaps—limit full policy alignment. The research proposes a comprehensive roadmap highlighting leadership development, blended learning models, interdisciplinary initiatives, and culturally adaptive strategies. Key recommendations encompass phased technology integration, co-designed curricula, and metrics-driven accountability. By addressing these dimensions holistically, Saudi universities can bridge the gap between Vision 2030 policy and educational practice, producing globally competitive graduates while preserving cultural identity.