Abstract

This study examines the impact of education on the use of MSA in everyday life in society in Saudi Arabia. So far in traditional speech we use MSA (Modern Standard Arabic) for formal situations, and we also use Colloquial Saudi Arabic (CSA) in informal occasions. Recent trends exhibited that educated people use MSA more in informal situations. Utilizing a mixed-methods framework, the researcher integrated quantitative survey data with qualitative analyses and interviews to examine patterns of language usage and attitudes across different educational levels. High school, bachelor's degree, master's degree, Ph. D.—were surveyed to assess how often they used MSA and CSA in various social situations. Data suggests that increased educational attainment correlates with greater MSA use, challenging the prescriptive dictate of the language Generally, those with advanced degrees reported increased use of MSA, highlighting education's effect on linguistic literacy. Qualitative data were analyzed through a thematic lens to identify nuanced perspectives on language conventions, cultural identity and language preservation. In addition, people noted the role of MSA in academic and professional realms while appreciating CSA's ties to culture and community. This article provides potential linguistic revelations in Saudi Arabia, despite some limitations which is: sample bias and self-reported data. The outcomes include language policy at a national level and teaching initiatives that reflect the activities of different practices. This study argues for continued engagement in sociolinguistics and educational linguistics, especially in regards to how we articulate and assess evolving language use around the world, and how language standards should be dynamic rather than static.