Saudi Women’s Economic Empowerment in Light of Saudi Vision 2030: Perception, Challenges and Opportunities

Authors

  • Noha A. Alessa Assistant Professor of Accounting, Princess Nourah bint Abdulrahman University, Airport Road, King Khalid International Airport, Riyadh 11564, Saudi Arabia
  • Hebah S. Shalhoob Assistant Professor of Accounting and Finance, King Abdulaziz University, Jeddah, Saudi Arabia
  • Haya A. Almugarry Lecturer, Princess Nourah bint Abdulrahman University, Airport Road, King Khalid International Airport, Riyadh 11564, Saudi Arabia

DOI:

https://doi.org/10.36941/jesr-2022-0025

Keywords:

Challenges, Economic Empowerment, Perception, Saudi Vision 2030, Women

Abstract

This paper aims to examine women’s economic empowerment in Saudi Arabia by assessing the current status, the challenges and future recommendations in accordance with Saudi Vision 2030. The research employed a questionnaire survey method and the sample consisted of 903 women working in the public, private or freelance sectors in different regions of Saudi Arabia. SPSS software program was used to analyse the data. The findings of the research demonstrate that the participants provided positive feedback regarding women’s economic empowerment which is in accordance with the Saudi Vision 2030 initiatives dedicated to women. The paper recommends enhancing awareness of the importance of women’s economic empowerment, enhancing gender equality in wages, and implementing awareness programmes encouraging women to contribute to Saudi Arabia’s economic development. The paper has implications for policymakers, company owners and researchers who are seeking to empower Saudi women and enhance their participation in the development of the national economy.

 

Received: 2 September 2021 / Accepted: 30 October 2021 / Published: 3 January 2022

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Published

2022-01-03

How to Cite

Alessa, N. A. ., Shalhoob, H. S. ., & Almugarry, H. A. . (2022). Saudi Women’s Economic Empowerment in Light of Saudi Vision 2030: Perception, Challenges and Opportunities. Journal of Educational and Social Research, 12(1), 316. https://doi.org/10.36941/jesr-2022-0025