Abstract

Objectives: The present study aimed to explore the extent to which the content of fourth-grade elementary science textbooks incorporates learning styles according to the VARK model (Visual, Auditory, Kinesthetic) in Saudi Arabia, and to determine the extent to which these textbooks address learners' individual differences. Methods: The researchers employed the descriptive analytical method, and the study population comprised the three fourth-grade science textbooks (Edition 1446 AH / 2024), which also represented the study sample. A content-analysis instrument consisting of 22 indicators distributed across the three learning styles was developed and validated through expert review. Results: The findings showed that visual indicators related to highlighting scientific terms were the most frequent, while the kinesthetic indicator pertaining to hands-on experiments was the most dominant within its category. In contrast, the auditory style was minimally represented, with the most frequent indicator involving prompting students to discuss experiment results verbally, and some auditory indicators were entirely absent. Conclusions: The study concluded with several recommendations, including enhancing balance among learning styles, increasing auditory-based activities, expanding kinesthetic activities inside and outside the classroom, and integrating educational technologies to support diverse learner preferences.