Internationalization of education in Saudi Arabia: Enhancing English language competence to support vision 2030

The internationalization of education has become a strategic priority in Saudi Arabia as the Kingdom seeks to strengthen its position in the global knowledge economy and advance the human-capital objectives of Vision 2030. Within this transformation, English language competence plays a critical role because it enables participation in international academic communication, research dissemination, academic mobility, and global labor markets. However, English operates within a complex sociocultural context in which Arabic remains the central marker of national identity, requiring educational reforms that balance global engagement with cultural continuity. This study investigates how strengthening English language competence can support the internationalization of education in Saudi Arabia, particularly within higher education and international school contexts. Using a mixed-methods research design, the study proposes a quantitative survey of teachers, school leaders, and students to examine relationships among English competence, instructional practices, institutional support, and readiness for internationalized education, complemented by qualitative interviews that provide deeper insights into educational experiences and institutional dynamics. The study addresses an important gap in existing research by integrating the fields of English language education and educational internationalization within the Saudi context. The findings highlight the strategic role of English language competence as a key enabling factor for global academic engagement, graduate employability, and institutional competitiveness. The study concludes by proposing a context-sensitive framework that integrates communicative pedagogy, teacher professional development, and institutional internationalization strategies to support Saudi education’s global engagement while maintaining cultural and educational relevance.