| Sumario: | Early childhood education (ECE) in Saudi Arabia has undergone significant reform as part of Vision 2030, with the introduction of a new national curriculum framework alongside the continued use of the traditional selflearning curriculum. This study aimed to compare the effectiveness of the national survey-based curriculum and the module-based self-learning curriculum in preschool education. Using a descriptive analytical approach, data were collected from kindergarten teachers to evaluate curriculum content, teaching strategies, and teacher–learner roles. The findings revealed no statistically significant differences between the two curricula in terms of content and teacher–learner roles, indicating that both frameworks provide scientifically accurate material and balanced classroom dynamics. However, significant differences were observed in teaching strategies, with the self-learning curriculum perceived as more developmentally appropriate and easier to implement. These results align with international evidence supporting child-centered and flexible approaches, such as Montessori, Reggio Emilia, and emergent curriculum models. The study concludes that while the national curriculum aligns with international standards and cultural values, integrating elements of the self-learning curriculum could enhance its applicability and effectiveness. Recommendations include curriculum integration, expanded teacher training, improved resource provision, and alignment with Vision 2030 goals of fostering creativity, critical thinking, and cultural identity.
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