Majed Alenezi’s research while affiliated with Northern Border University and other places

Nathaniel Hawthorne’s The Scarlet Letter can be read within the framework of postcolonial theory, with colonialism equating patriarchy. The anti-colonial reading of the novel is permitted through Hester’s struggle with what seem to be prevalent regulations regarding gender, culture and religion. The only way for females to be liberated from this patriarchy is by rejecting it. Hawthorne, in this novel, suggests that being a woman is in itself fighting back. Thus, it is only through womanhood that the female character is able to arrive at a reconciliation with themselves and with their consciences.

Forming national identity is placed on top of the seven aspects of High-Impact Educational Practices (HIEPs) in Northern Border University. Similarly, the concept of academic awareness to national literature has been one of the main challenges to national literature in the Middle East. Just as the strong presence of national identity in Saudi's 2030 vision has initiated re-evaluations of how national identity is shaped, Saudi novel has similar concerns that inform social constructs of national identity through overarching themes and comprehensive representations of cultural issues. This study investigates the ways in which two Saudi novelists interrogate the intertwined issues shared by 2030 vision and national novel which address the archetypal Saudi identity: first, that the construction of modern identity requires much cultural openness with the world; second, that construction of Saudi identity needs exclusion of otherness; and third, that national identity depends on the rich history of two historical regions-Najd and Hijaz-that binds identity to a unified territory. The study focuses on how these novels give visibility to issues that are at the core of 2030 vision's social and cultural aspect such as life style, appearance behaviours, attitudes, accepting differences and willingness to work and volunteer. Drawing on this narrative analysis, the study advocates for the utility of introducing national novel for undergraduate students to help them perceive identity as a position and support their identity enactment.

With the advancement of information technologies, the digitalisation of education has taken place in the form of High Impact Educational Practices (HIEPs). However, the COVID-19 outbreak in 2020 led to transition from traditional education to online education. However, while online education tools serve different educational purposes they are still associated with challenges like income inequalities, lack of technical expertise, or limited availability of resources, which tend to hamper HIEPs effectiveness in higher education. Thus, this study aims to determine the impact of using online educational tools on developing HIEPs in higher educational institutions. Empirical examination of (220) respondents from the Northern Border University (NBU) showed the role of online education in providing better understanding of information or better communication facility. Examination of online education role in supporting effectiveness of implementing HIEPs stated that situational factors, institutional factors, and dispositional factors of online education motivate students and faculty members, thus contributing to effectiveness in HIEPs implementation.