Perspectives on the Optimal Investment Diploma Programme: Insights of In-Service Special Education Teachers in Saudi Arabia

Continuous professional development (CPD) is vital for special education teachers, although their perspectives on CPD diplomas in Saudi Arabia remain understudied. This study examined how in-service special education teachers perceive an Optimal Investment Diploma and identified needs, benefits, challenges and areas for improvement. This study employed an exploratory qualitative design. Semi-structured interviews were conducted with twenty-three teachers enrolled in the diploma programme in Bisha, southern Saudi Arabia. Interview transcripts were systematically coded and examined using Braun and Clarke’s thematic analysis. Five themes emerged. Collaborative and experiential learning allowed teachers to trade ideas, practise new methods and watch expert colleagues. Diversification of teaching strategies expanded toolkits, integrated evidence-based practices and raised confidence in inclusive instruction. Specialised and ongoing training addressed gaps in behaviour management and assistive technology and sustained professional growth. Accessibility and encouragement highlighted time, funding and scheduling barriers and emphasised administrative and peer support. Practical application and relevance linked course content to classroom problems, helping teachers adapt lessons for learners with disabilities. Participants viewed the diploma as an effective route to stronger inclusive practice and alignment with Vision 2030. The diploma met key professional needs and improved teachers’ self-reported competence, yet structural barriers limit full engagement. Flexible delivery, targeted incentives and stronger school-university partnerships are recommended. Longitudinal studies with larger samples should track effects on teaching quality, student outcomes and teacher retention.