دراسة تحليلية للمتغيرات البحثية التي تضمنتها رسائل وخطط الدكتوراه بقسم المناهج وطرق التدريس في الجامعات السعودية في ضوء الإطار الوطني لمعايير مناهج التعليم العام الإصدار الثاني
The study aimed to analyze the research variables addressed in doctoral dissertations and research proposals in the Departments of Curriculum and Instruction at Saudi universities, in light of the National Framework for General Education Curriculum Standards (Second Edition, 1444 AH), and to identify the research gaps that can be derived from the analysis results. The study adopted the descriptive approach using content analysis, and its sample consisted of 207 doctoral dissertations and 120 research proposals, purposively selected from three Saudi universities over three full academic years (1444- 1445- 1446 AH) The results revealed a number of research gaps, most notably the limited focus on the elementary stage despite its educational significance, the scarcity of studies that addressed the teacher and learner together as an integrated system, and the clear absence of value-based variables in most dissertations and proposals. The findings also indicated a predominant reliance on traditional cognitive models and theories, alongside weak utilization of contemporary approaches related to values education, digital learning, and alternative assessment strategies. Furthermore, the results showed limited research attention to variables associated with digital citizenship, leadership skills, and blended learning, despite the emphasis placed on these dimensions within the National Framework as key targets of general education curricula. The study recommended diversifying research variables and directing researchers toward exploring new areas aligned with the requirements of the National Framework. (Published abstract)