A Comparative Analysis of Education Systems in Saudi Arabia and Indonesia: Curriculum Orientation, Gender Policy, and Human Resource Development
Keywords:
Islamic education, Saudi Arabia, education system, religiosity, curriculumAbstract
This study examines the education systems of Saudi Arabia and Indonesia through a comparative qualitative analysis focusing on curriculum orientation, reform agendas, gender policy, and implications for human resource development. Data were derived from peer-reviewed academic literature, official education policy documents, and reports published by international organizations, which were analyzed thematically to identify key ideological and structural patterns in both national contexts. The findings indicate that Saudi Arabia adopts a religious–centralistic education model in which Islamic doctrine serves as the core epistemological foundation of curriculum design and governance, supporting ideological coherence and workforce specialization aligned with national economic transformation goals. In contrast, Indonesia implements an integrative–pluralistic education system that positions religious education alongside general and scientific subjects, emphasizing inclusivity, social cohesion, and long-term human development. Marked differences are also evident in gender policy, with Saudi Arabia institutionalizing gender segregation as a structural principle, while Indonesia promotes gender-inclusive learning environments across educational levels. The study concludes that education systems are deeply embedded in national ideological and socio-political contexts, highlighting that effective education policies are context-dependent and not universally transferable.
References
Abdullateef, S. T., Alsheikh, R. M., & Mohammed, B. K. I. (2023). Making Saudi Vision 2030 a reality through educational transformation at the university level. Labour and Industry, 33(2), 225–240. https://doi.org/10.1080/10301763.2023.2184166
Aljaber, A. (2018). E-learning policy in Saudi Arabia: Challenges and successes. Research in Comparative and International Education, 13(1), 176–194. https://doi.org/10.1177/1745499918764147
Allmnakrah, A., & Evers, C. (2020). The need for a fundamental shift in the Saudi education system: Implementing the Saudi Arabian economic vision 2030. Research in Education, 106(1), 22–40. https://doi.org/10.1177/0034523719851534
Almalki, A. T. (2023). Cultural and religious perspectives on education of Saudi Arabia. Journal of Science, Technology and Innovation Policy, 8(2), 23–26. https://doi.org/10.11113/jostip.v8n2.120
Apple, M. W. (2019). Ideology and curriculum (4th ed.). Routledge. https://doi.org/10.4324/9780429400384
Baki, R. (2004). Gender-segregated education in Saudi Arabia: Its impact on social norms and the Saudi labor market. Education Policy Analysis Archives, 12, 28. https://doi.org/10.14507/epaa.v12n28.2004
Bjork, C. (2013). Teacher training, school norms, and teacher effectiveness in Indonesia. In D. Suryadarma & G. W. Jones (Eds.), Education in Indonesia (pp. 53–67). ISEAS Publishing. https://doi.org/10.1355/9789814459877-008
Christopher, E. (2018). Communication across cultures. World Englishes, 37(3), 455–460. https://doi.org/10.1111/weng.12332
Fadhluzzakiyy, K. A. (2025). Islamic education reform in the Middle East: Tradition and modernization in education in Saudi Arabia, Egypt, and Turkey. 19(1).
Maulana, R. H., & Erihadiana, M. (2024). Transformation of Saudi Arabian education in the framework of Vision 2030. 2(2).
OECD. (2020). Education and skills for inclusive growth. OECD Publishing. https://doi.org/10.1787/9d5f9c87-en
Phillips, D., & Schweisfurth, M. (2014). Comparative and international education: An introduction to theory, method, and practice (2nd ed.). Bloomsbury Publishing.
Prokop, M. (2003). Saudi Arabia: The politics of education. International Affairs, 79(1), 77–89. https://doi.org/10.1111/1468-2346.00296
Raihani. (2014). Creating religious tolerance through faith-based education in Indonesia. Routledge.
Rizvi, F., & Lingard, B. (2010). Globalizing education policy. Routledge.
Saha, N. (2015). Higher education in Saudi Arabia. Journal of International Students, 5(3), 317–318. https://doi.org/10.32674/jis.v5i3.427
Salsabila, I., Hasanah, A. R., Mutakin, H. I., & Lestari, T. (2024). Gender inclusiveness in student learning materials: Study of elementary school context in Indonesia. HUMANIKA, 24(1), 27–46. https://doi.org/10.21831/hum.v24i1.67333
UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000247444
Widiastuti, A., Mr, M. I. F., Widodo, S. F. A., Ahmed, T., & Shahzeb, S. (2024). Integration of Pancasila and Islamic values in Indonesia’s futuristic education transformation: Multicultural analysis. Journal of Social Studies (JSS), 20(2), 133–144. https://doi.org/10.21831/jss.v20i2.76379
