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

Abstract

This study examines the perceptions of instructors, students, and administrative staff on the role of ChatGPT in Oman’s educational setting. This study is significant as it provides insights into the extent to which Artificial Intelligence is used in education and provides guidance for future plans. Examining the perceptions of the various stakeholders in an education setting in Oman provides valuable information for higher learning institutions that are keen on embracing new technology while keeping to the traditional education values. The study utilized focus group discussions to gather the data from the instructors, students, and administrative staff. The findings revealed that ChatGPT’s instrumental role is in refining content, especially among students, administrative staff, and instructors who are non-native English speakers. Administrative staff and instructors highlighted its efficacy in drafting emails, indicating Artificial Intelligence’s potential to improve routine cognitive tasks. Students appreciated ChatGPT for explaining complex academic tasks. However, concerns surface from the instructors regarding over-reliance on Artificial Intelligence and potential loss of academic integrity, resonating with previous literature. These findings are contextualized within Oman’s unique socio-cultural and educational settings. Given the emergent nature of Artificial Intelligence in Oman’s education, the study offers insights that provide a foundation for future research and guide policymaking.