The Role of Continuous Education in Achieving Intellectual Security in the Kingdom of Saudi Arabia

Abstract

The research pertained to intellectual security educational issues in the Kingdom of Saudi Arabia. The research explored the most significant concerns that could be identified within an effort to develop a strategic plan whereby it can be improved on the national level. Through the application of methodology which pertained both to quantitative as well as qualitative approaches, data was collected from a total of 178 participants, including lecturers, students, and university administrators (62.9% male, 37.1% female), along with various interviews. The data analyzed by t-tests as well as ANOVA indicated significant positive responses from continued education on all identified issues with an average mean score of 4.08, establishing an average level of importance of 81.6%. The most significant concerns identified by the participants, marked by a mean of 4.40 or average of 87.9%, information literacy, preventing intellectual deviations (4.31, or average of 86.2%), issues on culture identity, or issues on belonging (4.45, or average of 89.0%), can effectively be identified as of most significant concerns. However, it was identified that there existed a possibility of improvement since almost two-thirds of the total (63.5%) of the participants did not take part in professional improvement programs relating to intellectual security. The concerns listed included lack of financial resources (3.72), lack of intellectual motivation (3.80), or lack of willingness in branching into intellectual security through usage of social networking (3.90).