Abstract

Despite national policies promoting inclusion in Saudi Arabia, a significant gap between policy and practice persists, with many students with disabilities educated in segregated settings. Collaborative learning is an evidence-based strategy known to support inclusion; however, there is a lack of synthesized evidence on its effectiveness in the Saudi context. Hence, this study aimed to systematically identify, appraise, and synthesize all available evidence on the effects of collaborative learning strategies on academic and/or social-emotional outcomes for students with disabilities in Saudi Arabia. A systematic review was conducted following PRISMA guidelines. Key databases, including ERIC, Scopus, and PsycINFO, were searched using a predefined strategy. Studies were selected based on PICOS criteria, with data extracted and methodological quality appraised using the QualSyst tool. The search yielded 80 records, from which three studies met the full inclusion criteria. The evidence was positive instead although some limitations. The studies included a quasi-experiment, a qualitative case study, and a mixed-methods design. These studies reported improvements in academic outcomes. Perceived benefits for social-emotional skills, including self-confidence and collaboration, were also noted. However, the methodological quality of the evidence base was moderate, limited by small sample sizes and a lack of controlled trials. The study concluded that there is a profound scarcity of high-quality research on this topic in Saudi Arabia. While the limited available evidence is promising, it must be interpreted with caution. This review highlights an urgent need for more rigorous primary research, particularly studies that objectively measure the impact of collaborative learning on the self-confidence of students with mild intellectual disabilities.

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