Integrating Native English-Speaking Teachers in the Saudi EFL Context: A Theoretically Grounded and Evidence-Informed Framework for Sustainable Professional Integration

Abstract

This article presents the Saudi NESTs Immersion and Integration Program (SNIIP), a theoretically grounded, multi-phase framework designed to mitigate the intercultural, pedagogical, and institutional challenges hindering the integration and retention of Native English-Speaking Teachers (NESTs) in Saudi Arabia. NESTs frequently encounter barriers such as cultural dissonance, institutional misalignment, and inadequate induction support. Anchored in intercultural adaptation theory, situated learning, and reflective practice, SNIIP proposes a context-responsive model that fosters cultural competence, pedagogical alignment, and institutional integration. Its core components, including the Saudi Mentor Training Pathway (SMTP), a virtual pre-arrival mentoring phase, and a Well-Being and Resilience Support Framework. These components draw on empirical research, stakeholder perspectives, and established practices in teacher development and intercultural education. The framework also responds to critiques of native-speakerism by positioning NESTs and Saudi teachers as co-contributors of complementary expertise, pedagogical, cultural, and institutional expertise. As the program has not yet undergone empirical implementation, its effectiveness and scalability remain to be established through the proposed pilot evaluation. By reframing NESTs as long-term educational partners rather than temporary staff, SNIIP offers a potentially scalable, policy-aligned model for aligning international teaching expertise with Saudi Arabia's Vision 2030 priorities. In doing so, it supports reciprocal professional integration between NESTs and Saudi educators. The article concludes with implications for policy and practice and identifies priorities for future empirical research on international teacher integration and educational sustainability.