Description of the project:

This study investigates how formal education in Saudi Arabia—from school to university—prepares social workers to respond to mental health needs in war-conflicted regions. By analyzing curricula and gathering insights from practitioners, the research identifies gaps between educational content and the practical demands faced by mental health social workers operating in Saudi Arabia’s southern border areas. The findings aim to inform curriculum reform that aligns with community-based mental health interventions and supports Vision 2030 goals. 

Methodology of the Study

The study adopts a convergent parallel mixed-methods design, integrating qualitative curriculum analysis with quantitative surveys and focus group discussions to examine how formal education in Saudi Arabia prepares social workers for mental health interventions in conflict zones. A purposive convenient sampling approach will be used to select relevant curriculum documents and participants involved in curriculum development and field practice. The research aims to identify gaps between academic preparation and practical needs, with the findings expected to inform curriculum reforms that enhance the effectiveness of mental health support in conflict-affected regions and contribute to the goals of Saudi Arabia’s Vision 2030.