Ali Alsaawi- English Department, College of education, Majmaah University, Al Majma'ah, Saudi Arabia
This paper explores the phenomenon of the monolingual language policy in Saudi Arabia and its possible impacts on a minority group—Saudis of Tibetan origin—in constructing a multilingual identity. Language plays a pivotal role in building nations and many countries have a monolingual language policy that views language as symbolic and attached to their peoples' identity and culture, making them skeptical about implementing a multilingual language policy. Minority groups within these countries may encounter challenges in preserving their heritage language and constructing multiple identities that reflect linguistic and cultural differences. Many studies have explored this phenomenon in educational contexts; however, few have done so in social and cultural settings. This study adopted a descriptive single-case study approach to explore the experiences of a Saudi female of Tibetan origin through thematic analysis. The results revealed that the monolingual language policy in Saudi Arabia has an impact on the construction of multilingual identities, with multiple identity construction occurring especially among the first and second generations. The findings indicate the need to explore this phenomenon further with multiple Saudi Tibetans in different age groups to gain more information. It would also be of value to undertake comparative studies with different ethnic groups, as well as examining how multiple identity construction evolves across generations.
Introduction
Language plays a pivotal role in building nations (Blommaert, 2006). It is a “code with various forms, functions and values” (Ricento, 2005, p. 3). It is strongly linked to identity, as evidenced in “how identities are constructed interactionally in conversation” (Dyer, 2006, p. 108) and is critical as identity is a social marker that helps people to understand their relationship to the outside world (Barnawi, 2009). The term “language policy” was introduced in in the early 1950s by various scholars, such as Uriel Weinreich and Einar Haugen (Bianco et al., 2010). In the 1970s, it was argued that language planning is helpful in solving language-related problems and regulating existing languages within societies (see, e.g., Fishman, 1974; Jernudd and Gupta, 1971; Karam, 1974), as also noted by Alnasser (2022). Some countries record their language policy in their constitutions, indicating its importance and symbolic value (Spolsky, 2004) as a means of “decision-making about language” (Schiffman and Ricento, 2006, p. 112).
The world is increasingly becoming more unitary and global, with people able to interact easily regardless of their geographical location (Crystal, 1997). These exchanges are facilitated by technological innovations and developments but also require a common means of communication, namely a universal language or lingua franca (McKay, 2018). Countries and governments need to consider such developments when developing regulations concerning language policy, particularly in terms of fostering support for the development of English language and technology skills among their citizens. These two skills are of considerable importance for countries in adapting to and merging with the rest of the world (Tsui and Tollefson, 2007). However, some countries are skeptical about implementing a multilingual language policy as they view language as inextricably linked to their peoples' identity and culture. Such countries tend to strongly support a monolingual language policy. An example is Saudi Arabia, where Arabic is highly attached to Saudis' ethnicity, identity and religion. Indeed, Arabic is seen as a national symbol for Saudis, having a unitary identity that supports cohesion and solidarity (Schluter, 2021). Moreover, there is a perception that multilingualism could threaten and weaken local languages and cause linguistic confusion (Kirkpatrick and Bui, 2016).
Given these issues, this study explores the phenomenon of the monolingual language policy in Saudi Arabia and its possible impacts on a minority group: Saudis of Tibetan origin. Among these, examines the possibility of constructing multilingual identities under a monolingual language policy. Most studies related to language policy in the Saudi context have addressed this phenomenon from the perspective of education rather than the broader social and cultural context. The focus on such minority group would add valuable insight to our understanding toward how Saudis descending from minority ethnolinguistic groups deal with their heritage language alongside the national language.
Language policy in Saudi Arabia
The issue of language policy has long been the subject of scholarly interest (see Blommaert, 2006; Bianco et al., 2010; Fishman, 1974; Jernudd and Gupta, 1971; Karam, 1974; Özkaynak, 2025; Ricento, 2005). In the context of Saudi Arabia, previous studies have primarily addressed the impact of language policy within the education system (see Barnawi and Al-Hawsawi, 2017; Elyas and Badawood, 2016; Payne and Almansour, 2014). However, few have explored the phenomenon of identity construction from the perspective of multilinguals.
According to the Basic Law of Governance in Saudi Arabia, Arabic is the sole language of the country. Saudi Arabia has adhered to a monolingual language policy developed by the Ministry of Education since 1925 (Barnawi and Al-Hawsawi, 2017). Arabic is seen as the legitimate code for Islam (Pandharipande, 2006) and as the national language of the Arabian Peninsula. Indeed, Arabic holds a position as a language with unique liturgical and historical significance. The prestigious status of Arabic among Muslims worldwide has led to its recognition as the predominant language in almost all Arabic and Islamic countries.
Although the study of English has been part of the Saudi education system to varying extents since its inception, it is still considered and taught as a foreign language. However, since the implementation of the Saudi Vision 2030, English has gradually become more present and usable among Saudis (Alzahrani, 2017). This is due to the vast number of foreign visitors and workers coming to the country and represents a shift that needs to be addressed and articulated accordingly as part of the nation's language policy.
Having a monolingual language policy implies a unitary linguistic identity. However, Saudi Arabia has citizens who are not originally descendants from the Arabian Peninsula but came to the country long ago either looking for a better future or escaping from their country of origin due to violence or oppression (Duff, 2015). For instance, Saudis of Tibetan descent are now citizens who are part of the Saudi community and have the same rights and privileges but came to the country with a different identity and different language. Some such groups have retained their heritage language, with it spoken especially within families. Hence, this study aims to explore the impact of Saudi Arabia's monolingual language policy from the perspective of the ability to construct a multilingual identity.
Multilingual identity construction
Language is inextricably linked to identity (Tabouret-Keller, 2017). The construction of identity is a transformative experience that includes the understanding of a “complex nexus of psychological processes including emotions, cognitive functions, memory, and even volition” (Veresov and Fleer, 2016, p. 341). The mobility of transnationals has received attention from researchers and linguists due to its impact on identity construction (Duff, 2015) and its relevance in understanding the social and environmental development of individuals. This requires a close analysis of individuals' engagement in their interactions (Léglise and Migge, 2019). The study of multilingual identity construction can include the analysis of marginalized linguistic contexts to afford a better understanding of identity struggles and how identity options emerge and are used (Huh and Kim, 2021). Moreover, identities can be constructed and analyzed through language used in ordinary, natural communication. This reflects the fact that the linguistic repertoire of each language discourse represents its identity options (Pavlenko, 2004).
Among the few studies exploring this phenomenon is a recent study conducted by Özkaynak (2025), which explored the identity construction of a multilingual Turkish woman or Kurdish origin. He adopted a single-case study approach, employing interviews to gain in-depth insights. His study revealed challenges in preserving both the heritage and official national identities. This challenge highlights the importance of an inclusive language policy that can foster and shape multilingual identity construction. In another study, Erdogan-Öztürk (2024) explored the construction of exclusion and belonging among multilingual Turkish women who were born and raised in Germany and then returned to Turkey. The focus of the study was on examining language ideology and the impact of the heritage language on the construction of their identity. The study found that the construction of authentic membership can be achieved through engagement with the standard language ideology in Turkey. Mocanu et al. (2023) explored the presentation of monomultilingual identities by social media users on Instagram. The study focused on a corpus of 100 posts labeled monolingual. The findings showed that the multilingual identity is highly linked to the monolingual identity, indicating the strength of the relationship between them.
In Saudi Arabia, Saudis of Tibetan descent originally arrived with a different identity and different language. The first generation of Tibetans started to migrate to Saudi Arabia since 1955 (Almoaily, 2025). The main reasons for their migration was to seek refuge and shelter especially Muslims. They found Saudi Arabia an Islamic country that can provide them and their children a bright future. Their heritage language is a Tibetan language which is part of the Sino-Tibetan family that include Sinitic and Tibeto-Burman. The Tibetan scripts are dated back to the seventh century and their writing extant were discovered in the caves of Tun-huang in the ninth century (DeLancey, 2003). The retention of migrant communities' original identity and heritage language is possible and expected among the first and second generations and will usually entail shifting between the national and heritage language (Duff, 2015). Thus, it is important to explore how these groups see themselves within the new social system and explore how they are seen and positioned by others (Ekberg and Östman, 2020; Norton, 2016). This can provide valuable insights, particularly in relation to cultivating multifaceted identities (Li, 2012).
Heritage language
There is a variety of interpretations to the definition of heritage language (HL). Some would call it a “heritage language.” Others may call it a “heritage language speaker or a heritage language learner” (Van Deusen-Scholl, 2003). Regardless of these assumptions, HL is the desire of immigrants to preserve their ethnolinguistic language and maintain its use. These HLs can be indigenous, colonial or immigrant languages (Fishman, 2014). Indeed, HL is a language of personal relevance to the immigrants' traditions they are keen to preserve and maintain.
HL knowledge is valuable and beneficial for both individuals and society (He, 2006). It has been extensively reviewed and studied due to its importance and impact on the social and cultural practices. Many studies have found that HL is important to immigrants but difficult to maintain. This is primarily due to challenges facing immigrant families in providing a proper multilingual environment for their children (Van Deusen-Scholl, 2003). For instance, some studies revealed that family support plays a pivotal role in preserving and maintaining their HL (i.e., Cho, 2000; Pauwels, 2005; Nolan, 2008). This important role of families has led researchers to propose a family language policy dedicated to the study of how languages are practiced within families (Bose et al., 2023). In Saudi Arabia, a recent study conducted by Al-Samiri (2024) where she explored how Saudi families in the US maintain their HL. It was found that a family language policy was implemented to maintain Arabic language at home for the sake of preserving Arabic. Indeed, family language policy is an expanding area of research concerning HL in the last 15 years (King, 2023).
Conceptual framework
Several studies related to language, identity and emotions have adopted the concept of “perezhivani,” translated variously as “lived experience,” “emotional experience” or “livedthrough emotional experience,” as a theoretical framework in their explorations (Lantolf and Swain, 2019; Xu and Zhang, 2023; Cong-Lem, 2022). The term perezhivanie represents a crucial link between psychology and social theory (Blunden, 2016). As a theoretical framework, it is employed to refer to the applications of emotional experiences as a lens to understand the construction of identity (Özkaynak, 2025; Veresov and Fleer, 2016). Some studies have applied this framework to gain a better understanding of emotional and cognitive engagement within peoples' social environment (Vygotsky et al., 1994; Bourdieu, 1991; Öpengin, 2012). Importantly, perezhivanie offers a means of analyzing how social environments are shaped through peoples' interactions (Esteban-Guitart and Moll, 2014).
This study adopts this framework to explore the construction of multilingual identity in a monolingual context. By doing so, it may help us understand the development of peoples' identity from a linguistic perspective. In other words, it can highlight how new identity options emerge (Huh and Kim, 2021) in a predominantly monolingual environment. Perezhivanie offers insights through the analysis of how language is used in a particular discourse. For multilinguals, the ways in which they use their linguistic repertoires can reflect different aspects of their identities and emotions. Therefore, it is important for researchers to examine how individuals employ their linguistic experiences to understand how they position themselves within their social environments (Blunden, 2016; Ekberg and Östman, 2020).
Methodology
This study employed a descriptive single-case study approach with an exploratory narrative account, following a similar methodology to that conducted by Özkaynak (2025) in the Turkish context. Single-case studies are seen as valuable and informative provided they are conducted according to certain criteria, such as the five proposed by Yin (2017), namely, being critical, extreme, common, revelatory or longitudinal. The study addressed the following questions:
1. What is the impact of Saudi Arabia's language policy on Tibetan community multilingual identity construction from the perspective of the participant?
2. Has the monolingual language policy in Saudi Arabia shaped the participant's multilingual identity construction?
The sampling in this study was purposive, with the researcher contacting colleagues and friends who might be in contact with some citizens of Tibetan descent. They suggested a few potential participants and the researcher then contacted these individuals and explained the nature of the study and the process of data collection. One prospective participant (a female, in her mid-thirties) accepted the invitation promptly, expressing willingness—indeed keenness—to participate. She holds a PhD and work as a faculty member in a Saudi university. She spoke Arabic fluently as her first language, Tibetan as her historical language and English as an additional language. She grew up in a middle class family of five siblings, four boys and one girl. She was born and raised in Taif city where the majority of Tibetans live due to its location near Makkah. She was informative and knowledgeable and thus able to provide comprehensive responses in an interview.
Before collecting the data, the interviewee was informed about the study and that her identity would be anonymized. She was also notified that the data would be kept in a safe and secure place. The interview was conducted via the Zoom online app. It lasted about 1 h and 40 min as a story-telling scenario. No specific questions were prepared as the main aim was to let the interviewee narrate her life story in her own way. The researcher intervened a few times for the sake of gaining clarification or additional explanation. The shared experience enabled an in-depth description of the sociolinguistic situation in Saudi Arabia with regard to multilingual identity construction among citizens of Tibetan descent.
The interview was conducted in Arabic according to the interviewee's preference. Following the interview, the researcher transcribed the interview manually in Arabic then translated the transcription into English. Translation was checked and verified by a licensed translator. The researcher then undertook thematic analysis, a method commonly used in qualitative research (Braun and Clarke, 2006). This entailed reading the interview transcript multiple times, assigning codes and identifying patterns, which were grouped under main themes. This process was undertaken by the researcher and then by another expert to ensure validity and credibility. Audit trail was followed by documenting the whole process of data collection and analysis, namely, the interview recordings, transcriptions, coding and themes-generation process. In detail, the researcher began by familiarizing himself with the data (i.e., reading transcript multiple times) for the sake of noting initial ideas and patterns. Then, frequent key words and phrases were noted and assigned to codes and labels. Following this, frequents codes were grouped under potential themes. These themes were reviewed by the researcher and another expert in the field to ensure transparency, credibility and validity. Consistency was ensured by intercoder reliability checks between the researcher and another expert in the field.
In addition, it worth noting that the researcher was the interviewer in this study which may have an impact on the collected data. Yet, this reflexivity was maintained to minimize potential bias via auditing trail that entails recording and documenting the whole analysis process. Also, being an outsider (Non-Tibetan) may give the participant an advantage in how they reveal their thoughts and experience. Thus, the researcher positioned himself as neutral as possible. I do acknowledge though that I share the same nationality with the participant and we both know Arabic and English. Yet, I do not share the third language of the participant (Tibetan language). This means that I am not sharing the same ethnolinguistic background as I am ethnically Saudi and a native speaker of Arabic unlike the participant.
Results
The interviewee presented and described her life story in a narrative sequence that flowed smoothly and allowed the collection of rich data. The thematic analysis revealed several patterns and the emerging themes are provided below, presented in the same sequence as in the interview for the sake of coherence and clarity. Themes listed below are the answer of the first research question, namely, “What is the impact of Saudi Arabia's language policy on Tibetan community multilingual identity construction from the perspective of the participant?” Broadly speaking, the dominance of Arabic and the associated national identity across the country has led to its adoption among minority groups, including Tibetans. As for the second research question, namely, “Has the monolingual language policy in Saudi Arabia shaped the participant's multilingual identity construction?” it is found, similar to Li (2012), that monolingual language policy in Saudi Arabia has had an impact on the construction of multilingual identities. However, the Tibetan language and identity retain their authenticity and presence among the participant in Saudi Arabia. Tibetan tends to be used among parents to discuss serious topics and confer in private (Huh and Kim, 2021). Nonetheless, the lack of the Tibetan language as a legitimate entity has led the participant to adopt Arabic as her official language and use it increasingly, especially given the social status attached to it and the requirements of the job market. Reflecting this, the interviewee saw herself as one of the new generation and while able to speak Tibetan fluently and being keen to preserve it, still considered Arabic to be her official language. Situations of linguistic perezhivanie which might have affected the construction of her multi-linguistic identity are presented at the end of each theme.
Authenticity
The interviewee stated that the Tibetan language had a certain status that she described as authentic due to its deep link to their ancestors and origin. She stated “Tibetan is my ancestor language which is linked to our original homeland.” This status conferred authenticity based on its relationship to their historical background. This is in line with Yang's (2018) finding that the concept of “authenticity” is rooted in Tibetans' cultural practices. She even mentioned their traditional food by stating “we still eat Tibetan food here in Saudi Arabia and it is becoming popular among Saudis.” Following their move to Saudi Arabia, the first and second generations were very keen to maintain their heritage language, keeping it usable and alive. They tried their best to retain it as the medium of interaction within the family. The main reason for this focus on its preservation was their attachment to is as their first language and their desire to return to Tibet once the situation there allowed them to do so. For them, the authenticity of the first language is a matter of belonging that individuals need and are keen to preserve. This attachment can be noticed in their attempts to teach their children the Tibetan language, especially among the first and second generations. The interviewee herself spoke Tibetan fluently, indicating the ongoing interest in the heritage language. In this perezhivanie contexts, there is a clear emotional attachment to her heritage language although it has no bright future. This can be seen via her attempt to learn English besides Arabic to secure her future. She even taught her children these languages for pragmatic and practical reasons (Bourdieu, 1991). This is an indication of how environment may lead to personal and social impact.
The use of the heritage language for private discussions
The interviewee described situations in which her parents would speak Tibetan, namely when they wished to have a discussion in private or be discreet. She clearly said “I still remember when my parents want to discuss something in private they would use Tibetan language.” This indicates the usability and usefulness of Tibetan among its speakers. It also indicates an emotional attachment to the heritage language, especially in relation to private and family-related discussions (Lanza, 2007) as they used it in serious discussions, in which different identity options may emerge (Huh and Kim, 2021). This behavior of her parents is an example of perezhivanie where they were reacting to emotional and cultural norms that is demanded by the situation (Esteban-Guitart and Moll, 2014).
Arabic as an official language offering a future
The interviewee also clearly articulated that Arabic has a special status among Muslim Tibetans as it is related to their religion. While Muslim Tibetans fled to Saudi Arabia for many reasons, clearly the relation to Islam was the primary motivation. The interviewee said “we have chosen Saudi because it is the land of Islam. My parents are very proud to choose Saudi Arabia as our new destination.” Moreover, understanding Arabic as the official language in Saudi Arabia could offer a bright future not only inside the kingdom but also globally (Ammon, 2010). She stated that “Arabic is our way to ensure a good future for our children.” In contrast speaking Tibetan lacks such status and thus does not offer the future Tibetans in Saudi Arabia seek for themselves and their children. This is another perezhivanie situation where the participant felt her heritage language is devalued and has no future. Yet, Arabic is more attached to her cultural background as a Muslim and her involvement in the society. This perception widens her multilingual sense of self (Özkaynak, 2025).
The social and religious status of Arabic
The interviewee noted that Arabic has high social and religious status among Arabs and Muslims. Indeed, it has the highest potential for global reach among all Semitic languages (Bakalla, 2023) and is thus the language all Muslims seek to learn and master. The interviewee argued that “Arabic is the language of our religion and the official language of Saudi Arabia. So, no doubt we are attached to it.” The flight of Tibetans to Saudi Arabia was a sign that they were seeking a safe destination with a bright future and Saudi Arabia had these characteristics. It is a young nation with natural resources and human capital and a grasp of Arabic is an essential aspect of succeeding in the job market. This situation reflects a perezhivanie example where the participant revaluate and reassess her identity that was linked to her ethnolinguistic root. In doing so, she brings a new insight and attitude (Cong-Lem, 2022).
Multilingual vs. national identity
The interviewee described herself as a Saudi who was born and raised in Saudi Arabia. She stated that “I am seeing myself a true Saudi regardless of my origin. I still respect the original land I came from and the same applies to my new land.” Although she could speak Tibetan, she viewed herself primarily as a Saudi of Tibetan origin. She explained that the first and second generations of Tibetans in Saudi Arabia were more attached to their ancestors and their heritage language, largely due to their intention to return home once the situation allowed. However, this was not necessarily the case for later generations. She expressed the view that the inclusion and integration of their community in Saudi society accelerated their access to the benefits of engagement and involvement. She argued that “I am still attached to my origin but not in the same level as my parents and grandparents who were thinking of returning back home.”
Thus, it can be argued that embracing a multiple identity was especially applicable within the first and second generations (Benzehaf, 2023), who viewed themselves as intercultural citizens in Saudi Arabia. While this continued to apply to younger generations, the interviewee considered that she tended to present less attachment to due to their integration in the national Saudi culture from birth. Indeed, the interviewee acknowledged the national identity as her main identity. She saw herself as a Saudi citizen of Tibetan descent, rather than primarily Tibetan. This another example of perezhivanie situation where the participant noticed the awakening of her awareness toward her ethnolinguistic identity, indeed, the new situation she experienced in Saudi Arabia brought up new insights that affected her attitude toward her identity (Öpengin, 2012).
Discussion
Through her life story, the interviewee revealed how multilingual identities may be constructed in Saudi Arabia. Despite this being a single case study, it potentially represents what the sociolinguistic landscape looks like among minority groups in Saudi Arabia. It can be argued that the first and second generations of Tibetans sought to maintain a multilingual identity in a monolingual country (Benzehaf, 2023; Li, 2012). However, later generations may be less attached to their heritage language and thus less confused. This is in line with Özkaynak (2025), who found that Kurds struggled to build a multilingual identity due to the monolingual language policy in Turkey. In this study, the findings suggest that the participant has not been as keen to preserve her heritage language and identity as the Kurdish people. This is likely due to Kurds' continuing expectations of a future in which they have their own independent state. The participant, however, tend not to be so optimistic and view no future for her in her homeland. In this regard, as Blackledge and Creese (2010) note, the value of self-identity can affect one's attitudes toward one's future.
It can be argued that authenticity of the Tibetan language is a value the participant is keen to preserve. It links her to her origin and ethnicity. This has led Tibetans to adopt a multilingual identity, especially among the first and second generations, as evidenced by the use of Tibetan among the elderly and parents to discuss serious topics and confer in private (see Taqavi and Rezaei, 2019). It is also an indication of her attachment to her ethnic language, the use of which may allow identity options to emerge (Huh and Kim, 2021). However, at the same time, the search for a legitimate and official entity has led the participant to adopt Arabic as her first and official language. Also, the high status of Arabic socially and economically has supported her adoption of Arabic as her primary language. The interviewee insisted on the impact of involvement and engagement of Tibetans with Saudis as a factor in their adoption of Arabic and the national identity (Norton, 2016).
Conclusion
This study has sought to explore the impact of the monolingual language policy in Saudi Arabia on minority groups, in this case Saudis of Tibetan origin, through a descriptive single-case study approach with an exploratory narrative account. The interviewee presented and described her life story in a narrative sequence that allowed a smooth flow of information providing rich data. The study showed that the monolingual language policy in Saudi Arabia has an impact on the construction of multilingual identities among the participant. The construction of multiple identities was applicable especially among the first and second generations, reflecting perceptions of the authenticity of the Tibetan language and identity to this day among Tibetans in Saudi Arabia. In particular, it was noted that Tibetan was used among parents to discuss serious matters and hold private discussions. However, the primacy of Arabic and its relation to the national identity across the country led to its adoption among minority groups including the participant. Moreover, the social status and access to the job market Arabic afforded led the participant to adopt it as her predominant language. Nonetheless, there was an interest in teaching children the Tibetan language, perhaps indicating continued emotional attachment.
Therefore, it is recommended for stake holders and policy makers to consider a flexible language policy that include the language of such minority groups in the country language policy. Further studies could benefit from exploring this phenomenon with multiple Tibetan members, particularly within different age groups. Moreover, comparative studies could include different ethnic groups, as well as examining how multiple identity construction evolves over time. It is worth noting though that the results of this study are not meant to be representative as it is a single-case study. Conducting this study with large sample size would have elicited more valuable data and insight.
Data availability statement
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Ethics statement
The studies involving humans were approved by Majmaah University ethics institutional review board. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.
Author contributions
AA: Writing – original draft, Writing – review & editing.
Funding
The author(s) declared that financial support was received for this work and/or its publication.
Acknowledgments
The author would like to thank the Deanship of Postgraduate Studies & Scientific Research at Majmaah University for funding this research (Project No. R-2025-2147).
Conflict of interest
The author(s) declared that this work was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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The author(s) declared that generative AI was not used in the creation of this manuscript.
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Keywords: identity construction, multilingual, monolingual, language policy, heritage language
Citation: Alsaawi A (2026) The impact of monolingual language policy on multilingual identity construction: the case of Saudi Arabia. Front. Commun. 10:1713001. doi: 10.3389/fcomm.2025.1713001
Received: 26 September 2025; Revised: 25 September 2025;
Accepted: 17 November 2025; Published: 14 January 2026.
Edited by:
Ke Zhang, Shandong University, ChinaReviewed by:
Ahlam Alharbi, Imam Abdulrahman Bin Faisal University, Saudi ArabiaReem Al-Samiri, University of Jeddah, Saudi Arabia
Copyright © 2026 Alsaawi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Ali Alsaawi, YS5hbHNhYXdpQG11LmVkdS5zYQ==