Practicing Governance Principles in Pre-University Education Institutions in the Kingdom of Saudi Arabia

Abstract

This study examines the application of governance principles in pre-university educational institutions in the Kingdom of Saudi Arabia, as reflected in Saudi empirical and theoretical literature published between 2000 and 2025. The study emerges within the context of administrative reforms associated with Saudi Vision 2030 and the increasing emphasis on transparency, accountability, and performance efficiency in the educational sector. The research employed a systematic literature review methodology, identifying studies related to governance in pre-university education according to three criteria: (1) the study must address governance at the level of the Ministry of Education, regional education administrations and offices, schools, or related educational programs; (2) the study must be a peer-reviewed scientific article published in an accredited journal indexed in Google Scholar, Dar Al-Mandumah, or the Saudi Digital Library; and (3) the publication period must fall between 2000 and 2025. After analyzing 13 studies, the results indicate that the empirical studies predominantly employed descriptive survey methods and questionnaire instruments. Findings reveal that transparency, disclosure, accountability, and dimensions of digital governance are practiced at moderate to high levels, whereas participation remains consistently weak across ministry, school, and program levels. The studies also show that administrative, organizational, and cultural barriers pose a significant challenge for institutionalizing governance, overshadowing material or technical limitations.