Exploring the Progression of Sustainable Development Goals in Saudi Arabia: A Comparative Examination During and After COVID-19 Period
Abstract
1. Introduction
2. Literature Review
2.1. Saudi Arabia’s SDGs and COVID-19
2.2. Theoretical Framework
2.3. Prior Research on COVID-19 and SDGs
2.3.1. Financial Effects of COVID-19
2.3.2. Socioeconomic Effects of COVID-19
2.3.3. Health Effects of COVID-19
2.3.4. Environmental Effects of COVID-19
3. Methodology
3.1. Study Design
3.2. Sampling and Participants
3.3. Recruitment Procedure and Selection Criteria
3.3.1. Recruitment Procedure
3.3.2. Inclusion Criteria
- Professional Role and Expertise
- (a)
- People who work or have worked for the government, NGOs, universities, or businesses that are working on programs connected to sustainability.
- (b)
- SDGs policymakers, researchers from government teams, or those working in national or local level projects/programs that support the Saudi Vision 2030.
- Relevance to Sustainable Development Goals
- (a)
- Respondents with expertise in one or more SDGs, especially those emphasized in Saudi Arabia, such as clean energy, sustainable cities, education, economic growth, climate action, and health.
- (b)
- Respondents working on projects related to COVID-19 to promote sustainable development.
- Experienced Executives During and Post COVID-19
- (a)
- The interviewees who were actively involved in SDGs-related work throughout the COVID-19 era and/or the recovery phase that followed
- Geographical Representation
- (a)
- Individuals from different parts of Saudi Arabia to get a range of opinions.
- Availability and willingness
- (a)
- Availability and willingness to participate, understand the study’s purpose, and be available for a scheduled interview session (in-person or virtual).
3.3.3. Exclusion Criteria
- (a)
- People who were not directly or indirectly involved in sustainable development projects or policy procedures.
- (b)
- Those who were not willing or able to give informed consent or who did not have enough experience linked to the research.
3.4. Data Collection
3.5. Method of Analysis
- Familiarization with the Data: Three authors independently read all transcripts to develop a deep understanding of the material. This stage involved initial note-taking, the identification of recurrent ideas, and familiarization with the tone, content, and contextual elements of the interviews.
- Generating Initial Codes: Manual, open coding was conducted line-by-line. Researchers assigned gerund-based or concept-driven codes such as “adapting regulations,” “facing funding constraints,” and “reinforcing social equity.” These initial codes were generated inductively from the raw data and were organized using NVivo 14.0 to ensure traceability and systematic coding.
- Searching for Themes: The team grouped related codes and identified preliminary themes. This process involved mapping conceptual linkages and clustering codes based on content overlap or shared meaning.
- Reviewing Themes: The team held multiple “compare and contrast” sessions to refine and validate the themes across all transcripts. This review occurred in two steps:
- o
- Step 1: Verifying the consistency between coded extracts and their assigned themes.
- o
- Step 2: Assessing whether the thematic structure accurately represented the overarching narrative of the full dataset. Misclassified or ambiguous codes were reassigned when necessary.
- Defining and Naming Themes: Themes were honed once identified, becoming distinctly defined and tagged to reveal their character of significance and research applicability [152]. The final product consisted of four core themes and sixteen subthemes, each synthesizing key characteristics of participant perspectives.
- Producing the Report: Finalized themes were supported by narrative synthesis and illustrative quotes chosen for their clarity, depth, and representativeness [158]. The findings were contextualized using existing literature to support triangulation and interpretation [58]. This integration allowed for the construction of a coherent analytical narrative, blending participant insights with theoretical perspectives [159].
- Theme 1: Financial Effects During and Post-COVID-19
- Theme 2: Socioeconomic Effects During and Post-COVID-19
- Theme 3: Health Effects During and Post-COVID-19
- Theme 4: Environmental Effects During and Post-COVID-19
3.6. Trustworthiness and Validity
- Triangulation: Coding and theme development were conducted collaboratively by multiple researchers. Each transcript was reviewed independently by at least two team members. Discrepancies in coding were discussed and resolved through consensus.
- External Validation: Three external experts—two researchers unaffiliated with the project and one SDGs practitioner—were invited to review the codes and emerging themes. Their feedback helped identify potential analytical blind spots and confirmed the coherence of the theme construction process.
- Member Checking: A preliminary summary of the analysis was shared with three participants (two men and one woman) for validation. All participants affirmed that the identified themes accurately reflected their experiences. No revisions were requested.
- Audit Trail: All coding procedures, team meeting notes, and analytical decisions were systematically documented. NVivo software logs served as a comprehensive and auditable record of code assignment and theme development.
- Reflexivity: Researchers maintained critical awareness of their positionality throughout the study. Regular meetings were held to examine interpretive assumptions. This was especially important when analyzing culturally nuanced narratives or discussing policy-sensitive issues.
4. Results
4.1. Participant Summary
4.2. Saturation Assessment
4.3. Thematic Analysis
4.3.1. Financial Effects (SDG 8)
Financial Activities
Consumer Spending
Financial Investments
Employment Opportunities
Firm Revenues
4.3.2. Socioeconomic Effects (SDGs 1, 2, 4, 5, 10)
Women’s Employment and Gender Equity
Socioeconomic Vulnerabilities and Targeted Welfare Interventions
Quality of Education
Poverty Reduction
Elimination of Hunger
4.3.3. Health Effects (SDG 3)
Health and Well-Being
Psychological Health
Health Resources
4.3.4. Environmental Effects (SDG 13)
Air Quality
Greenhouse Gas Emissions
Climate Change
4.3.5. Cross-Thematic Linkages
5. Discussion
5.1. Financial Effects During and Post-COVID-19
5.2. Socioeconomic Effects During and Post-COVID-19
5.3. Health Effects During and Post-COVID-19
5.4. Environmental Effects During and Post-COVID-19
5.5. Practical Implications
5.6. Theoretical Contributions
5.7. Limitations and Scope for Future Research
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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| Interviewees | Gender | Organizational Position | Organization | Type of Industry | Product and Service |
|---|---|---|---|---|---|
| INT-1 | Male | Medical Doctor | Hail Cluster | Healthcare | Medical |
| INT-2 | Male | HR Manager | Elseif Development Company | Healthcare | Medical equipment |
| INT-3 | Male | Business Development and Partnerships Specialist | Ministry of Environment, Water, and Agriculture | Service | Environment, water, and agriculture service |
| INT-4 | Male | Senior Manager | ELM Company | Digital Service | Digital products and consultancy services |
| INT-5 | Male | Warehouse Manager | AJA Pharma | Healthcare | Medical |
| INT-6 | Male | Sports Portfolio Director | National Center for Privatization and PPP | Service | Private sector participation and investments |
| INT-7 | Male | Manager | Nesma Airlines | Airlines Industry | Flights |
| INT-8 | Male | Information Systems Specialist | Najran General Hospital | Healthcare | Medical |
| INT-9 | Male | Cinema Manager | Empire Cinemas, Hail | Entertainment | Movies |
| INT-10 | Male | Director of Information Technology | Technical College of Tourism and Hotel Management in Hail | Education | Information technology services and cybersecurity |
| INT-11 | Male | General Administrative | Al Rajhi Bank | Banking sector | Banking and financing services |
| INT-12 | Male | Administrative | Hail Principality | Public Sector | Follow-up on the development in all sectors in Hail Region |
| INT-13 | Male | Hospital Manager | Health Holding Company | Healthcare | Therapeutic medical services |
| INT-14 | Female | HR Executive | Sfanah Charity Organization for Health Service | Non-Profit Organization | Bear the medical expenses of low-income patients |
| INT-15 | Female | Assistant Professor | University of Hail (UoH) | Education (Information Systems) | IT Education |
| INT-16 | Female | Assistant Professor | University of Hail (UoH) | Education (Information Systems) | IT Education |
| INT-17 | Female | Assistant Director | Medical Referral Center, Riyadh | Healthcare | Medical referral |
| INT-18 | Female | Supervisor | Ministry of HR and Social Development | Service | HR and social development |
| INT-19 | Female | Apps Developer | Apple Developer Academy, Riyadh | Service | App development |
| Themes/Subthemes | Interviewees | ||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| INT-1 | INT-2 | INT-3 | INT-4 | INT-5 | INT-6 | INT-7 | INT-8 | INT-9 | INT-10 | INT-11 | INT-12 | INT-13 | INT-14 | INT-15 | INT-16 | INT-17 | INT-18 | INT-19 | |
| Theme-1: Financial Effects | |||||||||||||||||||
| Financial Activities | x | x | x | x | x | x | x | x | x | x | x | ||||||||
| Consumer Spending | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
| Financial Investments | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
| Employment Opportunities | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||
| Firm Revenues | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |
| Theme 2: Socioeconomic Effects | |||||||||||||||||||
| Women’s Employment and Gender Equity | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||
| Socioeconomic Vulnerabilities and Targeted Welfare Interventions | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
| Quality of Education | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||
| Poverty Reduction | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
| Elimination of Hunger | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||
| Theme 3: Health Effects | |||||||||||||||||||
| Health and Well-being | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||||
| Psychological Health | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
| Health Resources | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
| Theme 4: Environmental Effects | |||||||||||||||||||
| Air Quality | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |||||
| Greenhouse Gas Emissions | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | |
| Climate Change | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | ||||
| Themes/Subthemes | Definitions | Files * | Code References from Themes/Subthemes | Illustrative Codes | |
|---|---|---|---|---|---|
| During-COVID-19 | Post-COVID-19 | ||||
| Theme 1: Financial Effects | The result of a financial choice or event, which can be good or bad. | ||||
| Financial Activities | Involve receiving, paying back, or giving out money to help a business run and grow. | 11 | 26 | 28 | Respondent 16 observed, “The financial sector has taken steps to increase its stability and attract investors.” In the words of Respondent 1, “The expenditures by consumers in Saudi Arabia increased due to the restarting of economic activities.” |
| Consumer Spending | The total amount spent on products and services for personal and household usage. | 13 | 24 | 29 | Respondent 14 commented, “The COVID-19 pandemic caused economic activity to stagnate, which hurt consumer spending.” Respondent 18 noted, “Social distancing was found to have the greatest influence on post-purchase shopping experience.” |
| Financial Investments | involves buying stocks, bonds, or mutual funds to make money. | 14 | 30 | 33 | Respondent 17 noted, “The stock market returns dropped as COVID-19 cases increased.” Respondent 16 stated, “Saudi Arabia has significantly increased its investments in renewable energy projects.” |
| Employment Opportunities | A job lets people use their skills and experience to help a company prosper. | 15 | 29 | 27 | Respondent 19 estimated that “Up to 1.2 million people could lose their jobs in 2020.” In the words of Respondent 1, “The educational institutes and daycare centers started functioning normally in Saudi Arabia, and it reduced pressure on the Saudi women, and they could spend more time on employment opportunities, rather than childcare.” |
| Firm Revenues | A company’s revenue comes from its operations. | 18 | 25 | 28 | Respondent 17 noted, “Firms with online platforms fared better than traditional businesses.” As per respondent 19, “Rebuilding cushion on the fiscal and external accounts has assumed added importance in light of the global slowdown in economic activity.” |
| Theme 2: Socioeconomic Effects | Events, policies, and technological advances affect a community’s economic and social elements. | ||||
| Women’s Employment and Gender Equity | Equal rights, responsibilities, and opportunities in all areas of life, including employment, education, and leadership. | 15 | 30 | 27 | Respondent 18 stated, “Many Saudi women own small businesses working from home… but their access to resources is limited.” Respondent 16 observed, “Online education and training programs have given women the opportunity to improve their employability.” |
| Socioeconomic Vulnerabilities and Targeted Welfare Interventions | Poverty and social instability increase due to economic shocks, health crises, and inequality. Targeted welfare programs help individuals overcome significant challenges and improve their future prospects. | 14 | 27 | 31 | Respondent 18 explained, “Low-income families faced disproportionate challenges.” In the words of respondent 9, “The status of the weaker section has improved in the post-pandemic.” |
| Quality of Education | Education that helps students fulfil their potential and become responsible citizens by imparting them with essential knowledge, skills, and values. | 15 | 33 | 29 | Respondent 16 stated, “Mental health and well-being became serious issues.” As per respondent 13, “Support networks, including mentorship and tutoring programs, have been established in Saudi educational institutions in the wake of COVID-19 to assist students who fell behind during the pandemic.” |
| Poverty Reduction | Includes economic and humanitarian initiatives to permanently end poverty. | 14 | 22 | 20 | Respondent 19 stated, “Low-income migrant workers are particularly vulnerable.” In the words of respondent 6, “In the aftermath of the COVID-19 pandemic, there has been a heightened focus on generating employment opportunities, particularly for Saudi citizens, as part of the Vision 2030 government initiative.” |
| Elimination of Hunger | To provide safe, nutritious, and sufficient food to everybody, food insecurity, poverty, and climate change must be addressed. | 17 | 29 | 31 | Respondent 18 noted, “Urban and rural households were affected differently by food price surges.” As per respondent 4, “In post-COVID-19, economic activities increased, household income improved, and employment rate increased in Saudi Arabia. This has a favorable influence on the objective of eradicating hunger (SDG2) in Saudi Arabia.” |
| Women’s Employment and Gender Equity | Equal rights, responsibilities, and opportunities in all areas of life, including employment, education, and leadership. | 15 | 30 | 27 | Respondent 18 stated, “Many Saudi women own small businesses working from home… but their access to resources is limited.” Respondent 16 observed, “Online education and training programs have given women the opportunity to improve their employability.” |
| Theme 3: Health Effects | Health effects are defined as the physical or physiological changes in an individual’s body resulting from exposure to a specific substance or condition. | ||||
| Health and Well-being | Include physical, mental, and social aspects of existence. | 13 | 27 | 23 | Respondent 3 stated, “Saudi Arabian healthcare personnel experienced extreme strain during COVID-19, which resulted in burnout.” Respondent 17 stated, “The healthcare system was overwhelmed.” |
| Psychological Health | It focuses on mental, emotional, social, and behavioral health, which are all important parts of total health. | 14 | 27 | 26 | Respondent 18 remarked, “Depression, anxiety, and stress became more common.” In the words of respondent 1, “The lifting of lockdown enabled people to have a better social life, which had a positive impact on their mental well-being.” |
| Health Resources | Health-improving tools, services, and materials for individuals and communities | 14 | 24 | 29 | Respondent 17 stated, “There was a shortage of medical and nursing practitioners.” Respondent 9 stated, “Health systems’ shortcomings were exposed by the COVID-19 pandemic, which prompted investments in post-pandemic infrastructure.” |
| Theme 4: Environmental Effects | An environmental effect is any change, good or bad, that an action has on the quality, processes, or natural resources of the environment. | ||||
| Air Quality | Air quality refers to the clarity and healthfulness of the air, which depends on the number of contaminants present. | 14 | 23 | 24 | Respondent 14 noted, “We saw a clear improvement in urban air quality during the lockdown.” In the words of respondent 9, “Following the COVID-19 pandemic, there has been a surge in funding for air quality monitoring infrastructure to enhance the precision and immediacy of pollution level data.” |
| Greenhouse Gas Emissions | Gases that absorb and radiate Earth’s infrared radiation help maintain atmospheric heat. | 18 | 28 | 31 | Respondent 19 remarked, “GHG emissions dropped, especially from transport and energy sectors.” In the words of respondent 2, “The stringent lockdown measures decreased activities, resulting in a reduction in air pollution in Saudi Arabia.” |
| Climate Change | Long-term changes in weather and temperature are collectively referred to as climate change. | 15 | 30 | 26 | Respondent 11 remarked, “COVID-19 highlighted how quickly the environment can respond to human behavior.” As per respondent 7, “The sky was clear in major cities, and the harmful effects of climate change were not visible in Saudi Arabia.” |
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Singh, H.P.; Singh, A.; Alam, F.; Agrawal, V.; Al-Mamary, Y.H.; Abubakar, A.A. Exploring the Progression of Sustainable Development Goals in Saudi Arabia: A Comparative Examination During and After COVID-19 Period. Sustainability 2026, 18, 406. https://doi.org/10.3390/su18010406
Singh HP, Singh A, Alam F, Agrawal V, Al-Mamary YH, Abubakar AA. Exploring the Progression of Sustainable Development Goals in Saudi Arabia: A Comparative Examination During and After COVID-19 Period. Sustainability. 2026; 18(1):406. https://doi.org/10.3390/su18010406
Chicago/Turabian StyleSingh, Harman Preet, Ajay Singh, Fakhre Alam, Vikas Agrawal, Yaser Hasan Al-Mamary, and Aliyu Alhaji Abubakar. 2026. "Exploring the Progression of Sustainable Development Goals in Saudi Arabia: A Comparative Examination During and After COVID-19 Period" Sustainability 18, no. 1: 406. https://doi.org/10.3390/su18010406
APA StyleSingh, H. P., Singh, A., Alam, F., Agrawal, V., Al-Mamary, Y. H., & Abubakar, A. A. (2026). Exploring the Progression of Sustainable Development Goals in Saudi Arabia: A Comparative Examination During and After COVID-19 Period. Sustainability, 18(1), 406. https://doi.org/10.3390/su18010406

