Transforming writing education: WAC faculty experiences and challenges in Saudi universities

Abstract

Abstract Writing across the curriculum (WAC) has been viewed as a movement that links several academic fields across various academic departments in different institutions. WAC has emerged as a powerful pedagogical tool for improving students’ learning outcomes and critical thinking. While the practice of WAC as an independent learning unit is not formally implemented in all Saudi universities, teaching writing across the disciplines is pervasive. The principal objective of this research project is to inform writing specialists and policymakers in Saudi higher education about the status of WAC on Saudi campuses. Through five faculty narratives and group interviews, this research collects and analyzes faculty experiences, challenges, perceptions, and institutional expectations concerning writing practices across the disciplines at predominantly undergraduate, teaching-oriented Saudi universities. Findings indicate that faculty members utilize WAC to encourage critical thinking and improve students’ overall linguistic competence. While instructors face challenges, participants reported the need to develop a community of practice to enhance WAC culture in Saudi Arabia. The study recommends that educators form cross-institutional teams to collectively design culturally sensitive, locally rooted, and responsive writing practices.