Pedagogy in Translation: An Empirical Study on Barriers and Benefits for South Asian Faculty Teaching Forensic Medicine in Saudi Arabian Medical Colleges

This empirical study investigates the pedagogical experiences of expatriate South Asian faculty teaching forensic medicine and science within Saudi Arabian medical colleges. This study holds particular relevance for Indian forensic educators, as Indian faculty constitute a significant portion of this expatriate cohort, and their experiences abroad offer critical insights for pedagogical reform within India. Utilizing a mixed-methods approach, data were collected via an online survey ( n = 87) and semi-structured interviews ( n = 15) with faculty from India, Bangladesh, and Sri Lanka employed across seven major Saudi universities. Quantitative data from faculty surveys and qualitative thematic analysis of interview transcripts were triangulated with a content analysis of official curriculum documents from three participating colleges. Key barriers identified included: significant curricular dissonance ( χ ² = 34.21, p < .001), with 78% of faculty reporting a mismatch between the applied South Asian model and the foundational Saudi approach; linguistic challenges, where 82% cited student English proficiency as a major hurdle; and profound cultural-religious sensitivities, particularly regarding autopsy instruction (rated as “highly sensitive” by 94% of respondents). Beneficially, 89% reported high student respect and motivation, and 76% acknowledged superior access to simulation technology. The institutional website analysis revealed a 43% deficiency in culturally-adapted forensic teaching resources. The study concludes that successful knowledge transfer requires structured faculty development in cultural-pedagogical translation and the systematic creation of context-sensitive, case-based teaching materials. For Indian institutions, these findings underscore the urgent need to develop similar culturally-attuned resources, particularly for a diverse, multi-religious student body, and to formally recognize the pedagogical adaptation skills that Indian faculty are already developing through international experience.