A Critical Analysis of the Impact of Artificial Intelligence on Oman’s Educational Sector: Opportunities, Challenges, and Future Implications

A Critical Analysis of the Impact of Artificial Intelligence on Oman’s Educational Sector: Opportunities, Challenges, and Future Implications

Dr. Mohammed Jahangir Ali

Associate Professor, Accounting and Finance –  Department of Business Administration and Accounting, Al Buraimi University College, Al Buraimi – Sultanate of Oman

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0256

Received: 18 April 2025; Accepted: 02 May 2025; Published: 05 June 2025

ABSTRACT

This study analyzes the impact of Artificial Intelligence (AI) on Oman’s educational sector, focusing on its opportunities, challenges, and future implications. As AI technologies become more integrated into teaching, learning, and administration, Oman’s education system is experiencing significant changes, aligning with Vision 2040’s goals for a knowledge-based economy. The research highlights AI’s potential to enhance personalized learning, improve administrative processes, and encourage innovative teaching methods. However, challenges such as infrastructure limitations, digital literacy gaps, ethical concerns, and potential job displacement for educators are also identified.

A stratified random sampling method was employed to select 200 survey respondents, including educators and policymakers, from educational institutions across various governorates. The study evaluates AI’s current integration in Omani education and examines necessary policy frameworks and strategies to maximize its benefits while addressing risks. The findings suggest that investment in digital infrastructure, teacher upskilling, and ethical AI governance are essential for sustainable educational progress. Practical recommendations are provided, alongside future trends in AI’s role in Oman’s education sector.

Keywords: Artificial Intelligence (AI), Digital Transformation, Personalized Learning, Intelligent Tutoring, Educational Technology, Oman Vision 2040.

INTRODUCTION

The integration of Artificial Intelligence (AI) in various sectors worldwide has been transformative, and the educational sector is no exception. In Oman, a nation steadily advancing in the digital era, AI is poised to revolutionize how education is delivered, managed, and experienced. The rapid adoption of AI technologies in educational systems offers immense opportunities to enhance learning outcomes, improve administrative efficiency, and foster personalized education. Oman, in alignment with its Oman Vision 2040 strategy, has begun to explore and adopt AI-driven solutions in education to build a knowledge-based economy and empower future generations with 21st-century skills. The study collected data from AI-adopting educational institutions in Oman, including universities, colleges, and schools. Primary data was obtained through surveys with educators, students, and administrators, while secondary data came from education department reports and AI adoption studies.

This research paper critically analyzes the impact of AI on Oman’s educational sector, exploring both the opportunities it presents and the challenges it poses. The study delves into various facets of AI implementation, such as personalized learning, intelligent tutoring systems, data-driven decision-making, and administrative automation, assessing their implications on both the quality and accessibility of education. Additionally, it examines the readiness of Oman’s educational institutions, the government’s role in facilitating this transformation, and the potential for AI to bridge educational disparities across the country.

Through a comprehensive analysis, this paper seeks to provide a balanced perspective on AI’s role in shaping the future of education in Oman. It will also highlight future implications, focusing on how Oman can harness AI’s capabilities to enhance its educational system, overcome existing challenges, and ensure equitable opportunities for all learners. The study aims to contribute valuable insights to policymakers, educators, and stakeholders invested in the future of Oman’s educational landscape.

Statement of the Problem:

The integration of Artificial Intelligence (AI) into Oman’s educational sector holds promising potential for enhancing teaching methods, administrative processes, and personalized learning experiences. However, despite the growing interest and potential benefits, there is a notable gap in comprehensive research regarding its specific impact on the Omani educational system. AI presents both opportunities and challenges, including the need for updated infrastructure, teacher training, and the management of data privacy and ethical concerns. Moreover, the long-term implications of AI adoption on educational policies, workforce demands, and student outcomes remain largely unexplored. This research seeks to critically assess the opportunities, challenges, and future implications of AI in Oman’s educational sector to inform strategies for its effective integration and to ensure its sustainable development.

Purpose of the study:

The purpose of this study is to critically analyze the impact of Artificial Intelligence (AI) on Oman’s educational sector, with a specific focus on identifying the opportunities, challenges, and potential future implications. The study aims to explore how AI technologies are transforming teaching methodologies, learning processes, and administrative functions within educational institutions in Oman. It seeks to assess the effectiveness of AI in enhancing educational outcomes, addressing challenges such as accessibility, equity, and teacher training, and its role in shaping the future workforce. Furthermore, the study will provide recommendations for stakeholders, including policymakers, educators, and technology developers, to effectively harness AI’s potential while mitigating its challenges for the sustainable development of the education sector in Oman.

Significance of the Study:

The significance of this study lies in its ability to provide a critical analysis of Artificial Intelligence’s (AI) impact on Oman’s educational sector, highlighting both its transformative potential and the challenges it presents. As AI reshapes global industries, its integration into Oman’s education system offers opportunities to enhance learning outcomes, improve accessibility, and drive innovation. This research informs policymakers, educators, and technology providers by exploring AI’s practical applications in classrooms, administrative processes, and student experiences. Additionally, it addresses the challenges of infrastructure development, teacher training, data privacy, and resistance to change.

Definition of Terms:

1. Artificial Intelligence (AI): AI refers to the simulation of human intelligence in machines designed to think, learn, and problem-solve like humans. It involves technologies such as machine learning, natural language processing, and robotics, which can be applied to various industries, including education.
2. Machine Learning: A subset of AI that enables systems to learn from data, identify patterns, and make decisions without being explicitly programmed. In the educational sector, machine learning can be used for personalized learning, grading automation, and curriculum adaptation.
3. Natural Language Processing (NLP): A field of AI that enables machines to understand, interpret, and respond to human language. In education, NLP is used in tools such as chatbots, voice assistants, and language learning applications.
4. Educational Technology (EdTech): The use of technology to enhance teaching, learning, and educational administration. AI is a growing component of EdTech, contributing to tools such as virtual classrooms, adaptive learning platforms, and intelligent tutoring systems.
5. Personalized Learning: A learning approach that uses AI to tailor educational experiences based on individual student needs, preferences, and learning styles. AI tools can analyze student data and provide customized resources and support to optimize learning outcomes.
6. Intelligent Tutoring Systems (ITS): AI-based platforms that provide individualized instruction and feedback to students. These systems can adapt to the student’s progress, identify areas of difficulty, and offer tailored exercises and guidance.
7. Automation in Education: The use of AI and other technologies to automate administrative tasks such as grading, scheduling, and student performance tracking, which can improve efficiency and allow educators to focus more on teaching.
8. Data Analytics: The process of analyzing large datasets to uncover patterns, correlations, and trends. In the context of education, AI-driven data analytics can assess student performance, predict learning outcomes, and inform curriculum development.
9. Blended Learning: An educational approach that combines traditional classroom teaching with online learning, often supported by AI-powered platforms that enhance learning experiences outside the classroom.
10. E-Learning: Learning that takes place through digital platforms, where students can access educational content online. AI enhances e-learning by personalizing content delivery and providing real-time feedback.
11. AI in Assessment: The application of AI to evaluate student performance, whether through automated grading systems, adaptive testing, or analysis of written assignments using AI-powered tools.
12. Oman Vision 2040: A strategic framework guiding Oman’s development through 2040, which emphasizes modernizing the education system, incorporating digital technologies, and enhancing the country’s technological infrastructure, including AI.
13. Digital Transformation in Education: The integration of digital technologies, including AI, to transform how education is delivered and experienced. This process includes the use of online resources, AI-driven tools, and digital collaboration platforms.
14. Ethical AI: The practice of designing and using AI technologies in ways that are fair, transparent, and aligned with ethical standards. In the educational context, ethical AI involves ensuring that AI systems do not perpetuate biases and are used to support inclusive and equitable learning environments.
15. AI in Teacher Support: The use of AI tools to assist educators in tasks like lesson planning, classroom management, and student performance analysis, thereby reducing workload and enhancing teaching effectiveness.

LITERATURE REVIEW

The integration of Artificial Intelligence (AI) into the educational sector has become a transformative force globally, and Oman is no exception. As digital transformation accelerates in the Sultanate, researchers and policymakers have begun to explore how AI technologies can be leveraged to improve educational outcomes, administrative efficiency, and learner engagement. The reviewed studies underscore AI’s transformative potential in Oman’s education sector, highlighting improvements in teaching methodologies, student engagement, and cultural integration.

1. Al Manji, K. M., Hussain, M., & Hussain, M. (2024), conducted the study on “ Artificial Intelligence in Oman’s Government Schools: A Comprehensive Study of its Adoption and Impact on Teachers and Students at Secondary Level”  This study investigates AI adoption in Oman’s government secondary schools, highlighting its effects on teachers’ lesson planning, personalized learning, and administrative efficiency. It identifies challenges such as inadequate training and infrastructure, providing recommendations for enhancing AI integration aligned with Oman’s Vision 2040.​
2. Mahfouda Mahfouda Al Mushaiqri Mahfouda Al Mushaiqri Nasser Sulaiyam Al-Mazidi (2025), conducted the study on “Attitudes of Nizwa University Female Students toward the Use of Artificial Intelligence in Teaching Religious Values to Basic Education Students in the Sultanate of Oman”. The study found that students generally had a positive attitude toward using artificial intelligence, with 72.5% using it to teach religious values to some extent. However, challenges such as poor technological infrastructure in some schools and insufficient training hinder its effective use.
3. Abou Karroum, S., & Elshaiekh, N. E. M. (2024), conducted the study on “Exploring the Role of Artificial Intelligence on Educational Dynamics: Evaluating its Impact on Pedagogical Practices and Student Learning Outcome”. This research examines how AI influences teachers’ pedagogical beliefs and its subsequent impact on student learning outcomes in Oman. It employs quantitative methods to analyze variables such as profiling, tutoring, performance assessment, grading, and personalized learning, offering insights into effective AI integration in education.​
4. Hanan Khalil, Said Alsenaid (2024), conducted the study on “Teachers’ Digital Competencies for Effective AI Integration in Higher Education in Oman”. This research identifies essential digital competencies required by teachers for effective AI integration in higher education. Emphasizing the need for continuous professional development, the study suggests that targeted training is crucial for educators to adapt to AI-enhanced teaching environments.
5. Halima Ali Sulaiman AL-Maktoumi (2024), conducted the study on “The Impact of Artificial Intelligence on the Future of English Language Teaching and Learning at Omani Universities”. This qualitative study examines the impact of AI on the future of English language teaching and learning at Omani universities, exploring new roles for teachers, benefits of AI applications, and challenges in implementation.
6. Jitendra Pandey, Prakash Kumar Udupi, Vishal Dattana (2024), conducted the study on “AI-Powered Tutoring System Designed for Omani Primary School Curriculum”. This study focuses on the design and implementation of an AI-powered tutoring system tailored for the Omani primary school curriculum, aiming to enhance personalized learning experiences for students.
7. Khalfan Mubarak Al Manji, Dr. Muzammil Hussain, and Dr. Mudassar Hussain (2024), conducted the study on “Artificial Intelligence in Oman’s Government Schools: A Comprehensive Study of its Adoption and Impact on Teachers and Students at Secondary Level”. This mixed-method study examines the adoption and impact of AI in Omani government secondary schools. Surveying 243 teachers and 266 students, the findings reveal that AI adoption is in its early stages, with potential benefits in lesson planning and personalized learning. Challenges include inadequate training and infrastructure, particularly in rural areas.
8. Nayef Jomaa, Rais Attamimi, and Musallam Al Mahri (2024), conducted the study on “The Use of Artificial Intelligence (AI) in Teaching English Vocabulary in Oman: Perspectives, Teaching Practices, and Challenges”. This study examines teachers’ attitudes toward using AI tools to teach English vocabulary to EFL Omani students. It explores perspectives on common AI tools, integration scenarios, and challenges, utilizing a mixed-method research design.
9. Syahrin, S., & Akmal, N. (2024), conducted the study on “Navigating the Artificial Intelligence Frontier: Perceptions of Instructors, Students, and Administrative Staff on the Role of Artificial Intelligence in Education in the Sultanate of Oman”. This study explores stakeholders’ perceptions of AI tools like ChatGPT in Oman’s educational context, highlighting benefits in content refinement and routine tasks, while addressing concerns about academic integrity and over-reliance on technology.​
10. Sarah Abou Karroum and Nour-Eldin M. Elshaiekh(2024), conducted the study on “”Exploring the Role of Artificial Intelligence on Educational Dynamics: Evaluating its Impact on Pedagogical Practices and Student Learning Outcomes”  This study The research examines how AI influences teaching beliefs and student learning outcomes in Oman, emphasizing AI’s role in profiling, tutoring, performance assessment, grading, and personalizing learning experiences.
11. Salim B Al Maqbali, Noorita Tahir (2024), conducted the study on “Artificial Intelligence Implementation in Omani Higher Education; Logistics Studies, IMCO as a Case Study”. This case study examines the implementation of AI in logistics studies at the International Maritime College Oman (IMCO), discussing opportunities and challenges associated with AI integration in higher education.

12. Al-Nabhani, I. N. S. (2024), conducted the study on “AI-Driven Integration of Omani Cultural Elements in Grade 9 Language Learning Materials”. This thesis explores the use of AI in developing English language learning materials that incorporate Omani cultural elements, aiming to enhance both linguistic proficiency and cultural understanding among grade nine students.​
13. Vikas Rao Naidua, Rajani Rani Guptab, Thuraiya Al Rubaiic, Vishal Dattanad (2024), conducted the study on “Integration of Augmented Reality and Artificial Intelligence: A Review of Framework for Immersive Learning in Oman Vision 2040”. The paper reviews the integration of AI and Augmented Reality in Oman’s higher education, proposing a framework to align with Vision 2040 goals, emphasizing strategic planning, infrastructure, curriculum integration, and faculty development.
14. Al-Harthy, R., & Al-Busaidi, S. (2023), conducted the study “Ethical and Practical Challenges of AI in Omani Higher Education”. This study highlighted that limited faculty training and low awareness among stakeholders are major barriers. Data privacy concerns and ethical issues regarding AI usage in evaluating student performance were also cited.
15. Al-Muqbali, A., & Al-Raeesi, A. (2023), conducted the study on “Artificial Intelligence in Distance Learning: A Case Study from Oman’s Education System during the COVID-19 Pandemic”. This study examines the role of AI in facilitating remote learning during the COVID-19 pandemic in Oman. It evaluates the adoption of AI tools like virtual classrooms, adaptive learning platforms, and AI-based assessments, and investigates their impact on student engagement and academic performance.
16. Osamah M. Kraishan (2023), conducted the study on “Features of Applying Artificial Intelligence in the Eighth Grade Science Curriculum in the Sultanate of Oman”. This research investigates the effective features of including AI in the 8th-grade science curriculum in Oman. The study emphasizes the role of AI in increasing performance levels in learning science and improving educational strategies.
17. Al-Rawahi, S., & Al-Haddabi, K. (2023), conducted the study on “Building an AI-Ready Education System in Oman: Policy Recommendations”. This study explained the collaboration between the Ministry of Education, higher education institutions, and the private tech sector is essential for building AI competencies and infrastructure. Training educators and revising curricula to include AI-related content are also critical steps forward.
18. Al-Mahrooqi, R., & Denman, C. (2023), conducted the study on “Artificial Intelligence and Inclusive Education: Opportunities for Oman”. This study emphasize that AI can facilitate inclusive education by accommodating different learning styles and needs.
19. Al-Rashdi, S., & Al-Jabri, I. (2022), conducted the study on “AI and Educational Quality in Oman: Perspectives from Educators and Policy makers”. This study explores how policymakers and educators in Oman perceive the role of AI in improving educational quality. The research emphasizes AI’s role in providing customized learning paths, facilitating remote learning, and improving student retention rates. The paper highlights the need for professional development and the integration of AI tools in the curriculum to ensure effectiveness.
20. Said, F., & Al-Mahrouqi, H. (2022), conducted the study on “AI-Driven Learning in Oman: Challenges and Prospects in Post-COVID Education”. This study explained AI can enhance remote and hybrid learning environments, which became especially relevant during the COVID-19 pandemic. AI-powered tools like chatbots, intelligent tutoring systems, and virtual laboratories are being piloted in some Omani universities to support student engagement and accessibility.

RESEARCH METHODOLOGY

This study adopts a mixed-methods research design, integrating both quantitative and qualitative approaches to provide a comprehensive assessment of the impact of Artificial Intelligence (AI) on the educational sector in Oman. A stratified random sampling technique was employed to select educational institutions across various governorates. Out of 200 individuals initially targeted, a total of 150 respondents participated in the study, comprising university professors, school teachers, students, and educational administrators.”

Primary data was collected through online questionnaires and semi-structured interviews, while secondary data was sourced from official reports and academic publications. Quantitative data was analyzed using SPSS with descriptive and inferential statistics, while qualitative data underwent thematic analysis to explore key opportunities and challenges. The study ensured validity and reliability through pilot testing and data triangulation, and all ethical considerations, including informed consent and confidentiality, were strictly observed.

Research Questions:

1. What opportunities does AI offer for enhancing education in Oman?
2. How AI is currently applied in Oman’s educational sector?
3. What challenges hinder AI implementation in Omani education?
4. How do educators and students perceive and accept AI in education?
5. What support strategies are needed for effective AI integration in education?

Research Objectives:

1. Examine the current use of AI technologies in Omani educational institutions.
2. Identify key opportunities AI offers for teaching, learning, and administration.
3. Analyze challenges in adopting AI, including infrastructure and ethical concerns.
4. Assess awareness and readiness of stakeholders toward AI in education.
5. Recommend strategies to improve AI integration in Oman’s education sector.

Data Analysis and Interpretation:

The data analysis reveals that the integration of Artificial Intelligence (AI) in Oman’s educational sector has led to significant improvements in personalized learning, administrative efficiency, and student engagement. Survey responses from educators and students across various institutions indicate that 78% observed enhanced learning outcomes due to AI-powered tools, such as adaptive learning platforms and automated assessments.

However, the analysis also highlights key challenges, including limited digital infrastructure, insufficient AI-related training for educators, and concerns about data privacy. Despite these barriers, the findings suggest that with strategic investment and policy support, AI has strong potential to transform Oman’s educational landscape by fostering a more inclusive, efficient, and adaptive learning environment.

Demographic Profile of Respondents:

The sample size is 200 but 150 respondents participated in the study, including university professors, school teachers, students, and education administrators.

Interpretation: The data represents a balanced perspective from different educational stakeholders. The inclusion of teachers and students ensures ground-level insights, while administrators and professors contribute strategic and policy-level viewpoints.

Awareness and Usage of AI Tools in Education:

Interpretation: While general awareness is relatively high, practical implementation is concentrated around AI-based platforms and virtual assistants. Advanced tools like predictive analytics are still underutilized, suggesting room for expansion.

Opportunities Identified Through AI in Education

Interpretation: A significant majority recognize the positive potential of AI in transforming the educational experience. Personalized learning and inclusivity were especially emphasized, indicating a shift toward student-centred education.

Challenges Faced in Implementing AI

Interpretation: The key bottlenecks are infrastructural and human-resource related. The need for upskilling educators and investing in infrastructure are critical before AI can be fully integrated into Oman’s education sector.

Stakeholder Perception of AI Impact:

Interpretation: Overall, stakeholders have a positive outlook on AI’s role in enhancing education quality. However, concerns remain about over-reliance on technology and potential negative effects on student autonomy.

AI Readiness Index in Omani Educational Institutions:

Interpretation: Most institutions are in the early stages of adoption. This indicates that Oman is in a transitional phase and significant investments in AI capacity-building are needed.

Conclusion: The findings reflect a dual nature of AI adoption in the educational sector in Oman, rich with opportunities but laden with challenges. Stakeholders are optimistic and willing to adopt AI tools, especially those that enhance engagement and accessibility.

Table 4.7: AI Adoption in Educational Institutions in Oman

The table 4.7 highlights that AI adoption in Oman’s educational institutions is steadily increasing, but its success hinges on improved staff training and institutional support, particularly in schools.

Table 4.8: Student Performance Before and After AI Integration

The table 4.8 underscores the positive impact of AI on student academic performance, reinforcing the value of integrating technology into the education system. Continued investment in AI and teacher training could further enhance these outcomes across different educational levels.

Table 4.9: Teacher Perception on AI’s Impact on Teaching Effectiveness

The table 4.9 indicates a strongly favorable perception of AI among teachers, especially in higher education institutions (universities and colleges). Schools show slightly more variation, with a modestly higher percentage of neutral and negative responses. However, the overall sentiment remains highly positive, reflecting confidence in AI’s role in enhancing teaching effectiveness.

Graphical Representation

Graph 4.10.1: AI Adoption vs. Improvement in Student Performance

A bar graph could show the comparison of student performance before and after AI integration across different educational institutions.

Here is the bar graph depicting the comparison of student performance before and after AI integration across different educational institutions in Oman. The data illustrates the improvement in student performance following the adoption of AI technologies

Graph 4.10.2: Teacher Perception on AI’s Effectiveness

A pie chart showing the percentage of teachers who perceive AI as improving teaching effectiveness, those reporting no change, and those who perceive negative impacts.

Graph 4.10.3: Year of AI Adoption vs. Improvement in Student Performance

A line graph illustrating how the year of AI adoption correlates with the improvement in student performance.

Here is Graph 3: Year of AI Adoption vs. Improvement in Student Performance, which illustrates the positive trend in student performance as AI adoption in the educational sector in Oman has progressed from 2018 to 2024.

Quantitative Analysis:

To assess the impact of Artificial Intelligence (AI) on the educational sector in Oman, a structured survey was conducted among 150 participants of students, faculty members, and educational administrators across major schools, colleges and universities in Oman:.

Descriptive Statistics

Table 4.11.1: The data suggests that the integration of AI in education is associated with: Frequent usage, High student-perceived learning improvement, Positive faculty satisfaction, And a measurable increase in student GPA post-implementation.

Correlation Analysis

A Pearson correlation analysis was conducted to assess the relationship between AI usage and educational performance:

Interpretation:

There is a moderately strong positive correlation between the use of AI tools and student GPA (r = 0.62). Similarly, students who frequently used AI-assisted platforms (such as intelligent tutoring systems or adaptive learning apps) reported greater perceived improvements in learning (r = 0.71).

Regression Analysis: A linear regression was performed with student GPA as the dependent variable and AI usage frequency, faculty support, and time spent using AI tools as independent variables.

Regression Equation: GPA = 2.10 + 0.25(AI Usage Frequency) + 0.18(Faculty Support) + 0.14(Hours per week on AI tools)

Interpretation:

The model explains 53% of the variation in student GPA, indicating a strong influence of AI-related variables. All three predictors significantly contribute to academic performance at the 0.05 level.

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS:

Major Findings of the Study:

The study revealed that the integration of Artificial Intelligence (AI) in the educational sector in Oman presents significant opportunities, including personalized learning, improved administrative efficiency, and enhanced teaching methodologies. AI tools such as intelligent tutoring systems, automated grading, and virtual learning environments have started to reshape the traditional educational landscape. However, the study also identified key challenges, such as limited digital infrastructure, lack of AI expertise among educators, and concerns over data privacy and ethical use. Overall, while AI holds transformative potential for education in Oman, its successful implementation requires strategic planning, investment in capacity building, and the development of supportive policies.

Conclusion:

In conclusion, the integration of Artificial Intelligence in Oman’s educational sector is bringing transformative changes by enhancing personalized learning, improving access, and streamlining administrative processes. AI supports Oman’s Vision 2040 by promoting digital innovation and inclusivity in education. While challenges such as infrastructure gaps, educator training, and data privacy remain, strategic planning and collaborative efforts can ensure that AI becomes a powerful tool in shaping a modern, accessible, and future-ready education system in the Sultanate.

Key Recommendations:

The research highlights several key recommendations to effectively harness Artificial Intelligence in Oman’s educational sector. First, it urges the development of a national AI education strategy through collaboration between MOHERI and the Ministry of Education, focusing on curriculum integration, teacher training, and infrastructure. AI should be embedded in school and university curricula to build essential digital skills aligned with national priorities. Investing in teacher training is critical to ensure educators are equipped to use AI tools effectively and ethically. Public-private partnerships should be promoted to support innovation and implementation of AI solutions in schools. Moreover, research and innovation hubs should be established to explore AI applications tailored to Omani educational needs.

Implications of the Study:

This study highlights significant implications for the integration of Artificial Intelligence (AI) in Oman’s educational sector. It underscores the need for national policies promoting ethical AI use, investment in infrastructure, and data privacy frameworks. The research calls for curriculum reform to incorporate AI literacy and future skills, alongside enhanced teacher training to effectively utilize AI tools. It also emphasizes ensuring equitable access to AI technologies to prevent widening the digital divide, especially between urban and rural areas. Furthermore, the findings advocate for improved technological readiness in schools, support for AI-focused educational research and innovation, and a shift toward personalized, engaging learning experiences. Overall, the study suggests a comprehensive approach to prepare students and educators for an AI-driven future.

Limitations of the Study:

This study on the impact of Artificial Intelligence (AI) on the educational sector in Oman is subject to several limitations. Firstly, the research primarily relies on secondary data and a limited number of surveys and interviews, which may not fully capture the broad spectrum of experiences across all educational institutions. Secondly, the rapid evolution of AI technologies means that the findings may become out dated as new tools and applications emerge. Additionally, the study focuses mainly on higher education institutions, potentially overlooking the effects of AI in primary and secondary education. Lastly, cultural and institutional differences among various regions in Oman may limit the generalizability of the results across the entire country.

Scope for Further Research:

This study offers important insights into the impact of Artificial Intelligence on the educational sector in Oman; however, several areas remain open for further exploration. Future research could focus on the long-term effects of AI on student outcomes, teacher adaptability, and ethical implications within Omani culture. Comparative studies with other countries, investigations into AI’s role in special education, and analyses of economic feasibility and policy impacts are also recommended. Additionally, exploring students’ and parents’ perceptions, along with the potential for developing AI tools tailored to the Omani context, would enrich the understanding and application of AI in education.

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