A review of K-12 international education in Arab countries (1995–2022):patterns and trends

This chapter aims to systematically collect, document, and critically analyze available research examining international education, with a particular focus on K-12 context in Arab countries between 1995 and 2022. The Arab countries encompass a group of 22 nations united by their use of Formal Arabic, albeit with distinct dialects, while simultaneously grappling with significant political, economic, and socio-cultural challenges. Based on a systematic search on Web of Science (WoS) and SCOPUS, this study follows the process identified by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement (PRISMA): data source identification, search, data collection, eligibility criteria selection, data selection, and data analysis. Findings show emerging themes related to international school leadership, international schools’ curriculum, identity, student belonging, and parental involvement. This analysis allowed us to identify policy, strategy and research patterns, trends, geographic origins, and the scope of scholarship affecting international education in Arab contexts. Conclusions and implications for future research and practice are presented and discussed.