Education In Oman Research Articles

Neoliberal ideologies and language in education policies: the case for teaching Chinese as a foreign language in Oman

ABSTRACT This paper explores the intersection of neoliberal ideologies and language policy in the context of Chinese language education in Oman's higher education system. Drawing on critical discourse analysis and theoretical frameworks of neoliberalism, the study investigates the introduction of Chinese language programmes within Omani universities, with a focus on Sultan Qaboos University (SQU). Through analysis of public documents, interviews and instructional materials, this paper examines how neoliberal free-market ideologies influence the implementation and perception of Chinese language education. Key research questions address the manifestation of neoliberal ideologies in programme policies, stakeholder perceptions and suggestions for pedagogical improvement. The findings reveal a complex interplay between geopolitical, economic and educational factors shaping language policy and its implications for Oman's higher education system.

The Influence of Employee Involvement in Analytical Decision Making on Employee Creativity: A Case Study of Higher Education in Oman

To better prepare students for the workforce, Oman's private higher education sector is experiencing a transition to keep up with global trends and industry collaborations. This is with the goal of better-preparing students for the workforce. In a landscape currently defined by fierce competition, this underscores the importance of differentiating oneself from the competition. In the private higher education sector in Oman, this study aims to investigate the relationship between employee engagement, analytical decision-making, and employee innovation. Specifically, the study will focus on the private sector. The total number of questionnaire responses is 308, which is the final analysis. We can conclude that analytical decision-making acts as a mediator between employee involvement and creativity based on the facts that we have uncovered. To add insult to injury, each and every one of the ideas that were put out was discovered to be supported. The findings of this study contribute to a better knowledge of the creative potential of personnel working in the private higher education industry. Additionally, the findings provide suggestions for improvements to regulations that are currently in place.

Instructor perceptions of active learning in higher education in Oman and students' commitment to the approach

PurposeCreating active learning opportunities requires building a learning culture in which the instructor plays the role of a facilitator, leaving the ultimate responsibility of learning to the student. The question, however, is whether this is happening in practice. This study aims to answer this question through instructors' perceptions of active learning in a higher education institution in Oman.Design/methodology/approachThe study participants were 85 instructors working for a private university in Oman. Data were collected by surveying these instructors' perceptions of active learning practice indicators, such as active teaching strategies and student educational practices. This was followed by interviewing a random sample of the same instructors (N = 10) to obtain a deeper understanding of their implementation of the active learning approach.FindingsData collected through the survey revealed that the shift from passive to active learning in higher education in Oman created a discrepancy between instructors' willingness to practice active learning and learners' unpreparedness to become autonomous learners. The follow-up interview findings confirmed this point, revealing instructors' negative perceptions of student participation and engagement in out-of-class activities.Originality/valueThis study is among the first to investigate the application of active learning in a higher education institution in Oman from the perspective of instructors.

Comparative study: perceptions of multiple education stakeholders on children with disabilities and goals of special education in Oman and the Philippines

PurposeThis comparative study explored the perceptions of educational stakeholders in Oman and the Philippines concerning children with disabilities and the goals of special education. Stakeholders' perspectives can influence their professional behaviours and attitudes, which, in turn, can profoundly impact children with disabilities who already face numerous challenges. Hence, comprehending the viewpoints of these stakeholders is vital for fostering socially just education for individuals with disabilities.Design/methodology/approachThis study employed a qualitative comparative case study approach with a horizontal comparison strategy, and both convenience and purposeful sampling techniques were used for participant selection. The study involved 53 participants from both countries, including policymakers, teacher educators, in-service teachers and student teachers from general and special education domains. Data were gathered through individual interviews and themes were subsequently discerned via data analysis.FindingsDespite the different cultural and historical contexts and distinct roles of stakeholders in both countries, the results indicate more parallels than disparities in their perceptions. The primary congruence underscored in this research was imperative to critically assess the language and ideology surrounding the goals of special education, such as mainstreaming and normalisation.Originality/valueAlthough numerous studies have probed the perceptions of various educational stakeholders concerning children with disabilities and educational goals, there is limited research that encompasses the perspectives of the seven distinct stakeholder groups. The consistency of language usage across both countries and among all stakeholders underscores the need for a rigorous cross-country examination involving all educational participants.

The Effect of Employee Involvement Participation in Directive Decision Making and its Impact on Employees Creativity: A Case Study of Higher Education in Oman

Purpose: The purpose of this study is to understand how the private higher education sector in Oman is adapting to global trends and industrial partnerships to prepare students for the workforce. Specifically, it aims to explore the relationship between employee involvement in participation, directorial decision-making, and employee innovation in this context, and how these factors contribute to differentiating institutions in a competitive environment. Method: This study employs quantitative analysis to investigate the relationships between employee involvement, directed decision-making, and innovation within Oman's private higher education sector. Through the use of surveys and statistical methods, the study explores how directorial decision-making moderates the link between employee involvement and creativity. Results and Conclusion: The findings suggest that directorial decision-making plays a significant moderating role in the relationship between employee involvement and creativity. All proposed hypotheses were supported, indicating a positive correlation between employee participation in decision-making processes and innovation. These results underscore the importance of directorial strategies that encourage employee involvement as a catalyst for creativity within the sector. Originality/Value: This study contributes uniquely to the body of knowledge on employee creativity in the private higher education industry by highlighting the critical role of leadership decision-making styles in fostering an innovative work environment. It provides empirical evidence supporting the need for policy reforms that encourage participative decision-making processes, thereby enhancing the sector's competitiveness and its ability to meet the demands of the global workforce. Through its insights, the study offers a foundation for further research and policy development aimed at nurturing innovation in higher education.

Charting the Landscape of English-Medium Business Education in Oman: Insights into Lecturer Perspectives on Teaching Approaches, Pedagogy, and Reflective Practices

This study delves into the challenges faced by business studies lecturers in Oman's English-medium business programs, brought about by the recent shift towards adopting English as the medium of instruction. These challenges span linguistic barriers, cultural disparities, and varying student language proficiencies. The study explores the strategies lecturers employ to overcome these obstacles and assesses the effectiveness of these strategies in fostering positive learning outcomes. Regression and correlation analyses use a quantitative research design to quantify the relationship between challenges and strategies. The findings offer valuable insights for curriculum development, faculty training, and pedagogical support, enhancing teaching quality and students' readiness for the global business environment.

Evaluating the Impact of E-Learning and Online Assessment on Engineering Education in Oman HEIs during COVID-19: A Mixed-Method Study

This study investigates the impact of e-learning and online assessments on engineering education in Oman's higher education institutions during the COVID-19 pandemic. The research used a mixed-method approach to collect data from 380 students and faculty members from the Military Technological College and other HEIs in Oman. The qualitative data analysis revealed significant issues with online learning, while the quantitative analysis showed that technical problems affected the majority of students. Assessment data showed an improvement in average performance for first and second-year students in online assessments compared to physical assessments. However, the data was limited to one college in Oman, and future research will focus on other institutions. This study addresses a gap in the literature by examining the effects of e-learning on engineering education in Oman and highlighting the challenges from a regional perspective. Keywords: E-learning, engineering education, mixed method, online assessment, student performance.

Instructor perceptions of active learning in higher education in Oman and students' commitment to the approach

Instructor perceptions of active learning in higher education in Oman and students' commitment to the approach

Results of the STEM- Oman Approach on the Interest of 10th Grade Students Towards STEM's Careers and Subjects

Objectives: The purpose of this study is to investigate the effect of STEM- Oman integrated with science class on the interest of 10th grade students towards STEM's careers and subjects. Methods: Quasi- experimental research was conducted in the second semester of the academic year of 2018-2019. Sixty-four female students of tenth grade from two secondary schools at the same town had participated in this study. The researcher used STEM-Oman approach that was established by the Ministry of Education in Oman with the British Rolls-Royce to be integrated in the common topics in science subject in the experimental group (31) while the control group (33) studied these topics in a normal seating without STEM-Oman. Data were collected by survey of student' interest toward both STEM' subject and career (STEM-CIS). Results: According to the research results, overall, there is no significant difference in mean scores for interest towards STEM career and subjects between groups. Moreover, there is no significant difference in ISTEMC neither ISTEMS for interactivity between groups or science achievement levels. However, there is a significant difference in interests in STEM careers' Technology between groups favor the control group. In addition, there is significant difference in interests in STEM subject' Math between groups favor the experiment group and interests in STEM subject' Technology between groups favor the control group. In the light of the research results, some suggestions have been made for future studies.

The Reality of Competitive Advantage in the Ministry of Education in the Sultanate of Oman in the Context of Oman Vision 2040

This study aimed to assess the level of competitive advantage in the Ministry of Education in the Sultanate of Oman, in the context of Oman Vision 2040. A total of 257 employees from the Ministry of Education in Oman participated in the study. The analytical descriptive approach was used, and a questionnaire comprising 31 items was distributed among the participants to assess the quality of educational services, distinguished human resources, material and financial resources, and the pursuit of institutional excellence. The study found that the level of competitive advantage in the Ministry of Education in Oman was "average", with the quality of educational services dimension having the highest level and the distinguished human resources dimension having the lowest level. The study also revealed statistically significant differences in the responses due to qualification and years of experience. However, there were no statistically significant differences due to gender and nature of work. Based on the results, the study recommends the enhancement of competitive advantage in the Ministry of Education in Oman by improving the quality of educational services, developing human resources, improving management and strategic planning, and focusing on developing and modernizing educational programs to meet the needs of the labor market and the requirements of the times in light of Oman Vision 2040.

Alignment of 21st century oral English curriculum and communication skills with labor market and higher education in Oman: The stakeholders’ perspective

Graduates from Omani schools are currently struggling at higher education institutions (HEIs) and in the labor market, mainly due to their lack of oral English communication skills, a 21st century skill that is in high demand. It is common knowledge that the rate of unemployment has increased and that the number of college students enrolling in English general foundation programs (GFP) is high. This study aimed at examining the perspectives of different stakeholders, such as secondary students, secondary English language teachers, curriculum officers, GFP academics and selected representatives from the business sector. The current study adopted a mixed-method research design to collect and analyze the data. Firstly, questionnaires were distributed to secondary students, teachers and curriculum officers and, then interviews with academics and business/ industry officials were conducted. The results revealed that the students and teachers were satisfied with the curriculum, while the curriculum officers, academics and business officials were not. These results suggest that the Ministry of Education (MoE) needs to consider some adaptations to the oral English communication skills taught in the current curriculum to meet the needs of Higher Education (HE) and the labor market.

Students’ Possession of Social and Emotional Learning Competencies in the Second Cycle Schools of Basic Education in the Sultanate of Oman

The study aimed to identify the degree of students’ social and emotional learning competencies in the schools of the second episode of basic education in Oman after the COVID-19 pandemic, and the researchers used the descriptive curriculum. The questionnaire of the OECD study was used for social and emotional skills in learning (Kankaraš and Suarez-Alvarez, 2019) which consisted of 5 competencies and 30 indicators: accomplishing tasks; emotional organization; dealing with others; cooperation; and openness. The results of the study showed that the overall degree of students’ ownership of social and emotional learning competencies was largely, with an average account (3.70), 74%, and a degree of ownership of each competency to a large extent, and in proportions percentage, ranged from 60.3% to 82%. There are statistically significant differences in the degree to which students have social and emotional learning competencies in the schools of the second episode of basic education in Oman in the total degree attributable to the sex variable, in favor of females (female students), while there are no statistically significant differences in the degree to which students have the competencies of social and emotional learning in the overall degree depending on the age variable. The study recommended that social and emotional learning skills be integrated into the curriculum, and that the Ministry of Education adopt courses, workshops, and lectures on emotional social learning programs aimed at educating all educational, community and media institutions.

The Relation between Emotional Eating and Perceived Stress among Students in Tertiary Education in Oman

Objectives: Preliminary studies suggested that the high rates of stress are increasingly prevalent in students in tertiary education in the Arabian Gulf countries and that their emotional eating is often triggered by stress. Nevertheless, there is a dearth of studies on this topic and Oman is no exception. In this study, we intended to examine the prevalence of emotional eating and perceived stress in Omani college students and to clarify the relationship between their emotional eating and sociodemographic and risk factors among the population in the college students in Oman. Methods: We used Salzburg Emotional Eating Scale and Perceived Stress Scale to assess emotional eating and variations in perceived stress, respectively. We also study their sociodemographic and risk factors. Results: A total of 422 students took part in the study, with the age of 20.6 ± 1.8 (mean ± standard deviation) years. Of all students, 85.8% (n = 362) were reported to have emotional eating and 78.7% of the sample were reported to experience stress. The multivariate logistic analysis showed that body mass index (BMI) and the student's major subjects were the significant risk factors. Students who majored in science/engineering/agriculture (odds ratio [OR] = 0.926, p < 0.001) and arts/business/law were 3.1 times (OR = 3.115, p < 0.05) and 2.3 times (OR = 2.347, p < 0.05) were significantly engaged in emotional eating as compared to those majoring in medicine/nursing. Students who are underweight (BMI < 18) were 3.9 times (OR = 3.984, p < 0.05) were also significantly more to engage in emotional eating than those students who were overweight/obese (BMI 25+). Conclusion: In this study, we found that both rates of emotional eating and stress were high among college students in Oman. Contrary to international trends, underweight students (BMI < 18) were more prone to engaging in emotional eating than overweight/obese students (BMI 25+) in our study sample. This suggests that there is likely to be subcultural diversity or artifacts that are intimately tied to emotional eating. More studies on this discrepant finding are warranted.

Systematic Study of Student’s Perception Towards Math through Teacher-Related Dimensions: A Case of COTs in Oman

Numerical explorations are accomplished to investigate the influence of student’s perception towards Math which advances into academic dismissal in the preliminary level of higher education. The population under study are the students of seven Colleges of Technology across Oman. Data analyses were done using descriptive statistics of frequency counts and percentages obtained from the research questionnaire, while the hypothesis was tested using the statistical tools at 0.05 level of significance. This study examines the student’s perception correlated with teacher-related factors. The structural equation modelling (SEM) is grounded on the three teacher-related dimensions that influence the student’s perception towards Math namely 4 attributes relating to personality traits of lecturers, 6 attributes for teaching skills of the lecturer, and 2 attributes for instructional material used by the lecturers to impart the Basic Math needs for higher education. This analysis shows an overall reliability analysis for teacher-related dimensions to be 0.943 by applying Cronbach’s alpha reliability test, and the SEM tool kit analysis of the model confirmed the hypothesis of the latent variables and the theoretical authenticity of the explored factors. The conclusions of this study might be useful to substantiate the importance of student evaluation on teachers done every semester and would be a component in reducing the dismissal of students at the initial stage of higher education in Oman.

Omani Women Participation in Sport and Physical Education Islamic Feminism Review

This paper focuses on reviews of documents and literature relating to Muslim Women’s status generally and in the Omani context specially in sports education. The researcher reviews the literature in two important aspects: first, the Omani Muslim women's identity, its history, as well as the history of physical activities and sports of women in Oman, second the studies about in recent statues of Omani Women in Islam, gender and education. A specific focus will be on Islamic Identity Prospective and reflect that on Feminism and Physical Education in Oman As a result of the study, it can be claimed that the “Islamic Women's Identity” offers alternative approaches in gender relations through which women who choose to adhere to their Islamic identity can exercise their freedom from tradition and rules.

The Impact of University-Industry Collaboration and Its Relevance to Technical Higher Education in Oman

The current research paper is investigating the relationship between university and industry together and measuring such a type of relativity within Oman`s technical higher education system

EXPLORING TEACHERS’ EXPERIENCES IN TEACHING THINKING SKILLS IN MIDDLE SCHOOL SETTINGS: A CASE STUDY

There is a demand for students with various types of thinking skills to be prepared for the 21st century. In line with this trend, the Ministry of Education in Oman started integrating new pedagogical methods to teach thinking skills in middle school settings in Oman. This study utilizes a qualitative approach to explore teachers' attitudes toward teaching thinking skills, identify the strategies teachers use to teach thinking skills, and investigate the challenges teachers confront while implementing thinking skills activities. Twenty-five teachers were responded to an open-ended question form from different areas in Oman. The thematic analysis approach was used for data analysis. The findings of this study revealed that teachers have positive attitudes towards teaching thinking skills in their classes. Teachers' attitudes toward teaching thinking skills were motivated by different factors, including individual school support and TPACK. Therefore, decision-makers have a strong role in designing professional development programs to motivate teachers to teach thinking skills. This research contributes to the existing literature on teaching thinking skills in middle school settings in the new context because Oman and decision-makers can use the findings to design intervention programs to accelerate teaching thinking skills in Omani schools. The limitations of this study were related to the sample size. Future research should be conducted by extending the sample of this research and using a new methodology. The researchers suggest investigating the influence of teaching thinking skills on students' outcomes.

Evaluating the effectiveness of teacher education in Oman: a multiple case study of multiple stakeholders

PurposeThe accreditation process of academic programs is being used more to recognize program quality and identify areas for improvement based on rigorous standards. This study aims to use the standards of the Council for Accreditation of Educator Preparation (CAEP) as a theoretical and analytical framework to examine the effectiveness and areas for improvement of the teacher education program at Sultan Qaboos University in Oman.Design/methodology/approachA multiple case-study design is used to investigate the cases of 16 novice program completers. Data is collected using nonparticipant observation and semistructured interviews with 48 key stakeholders: program completers, their educational supervisors and school principals.FindingsResults show that, overall, the program is effective in preparing future teachers to enter the teaching profession, especially in the subject and pedagogical content knowledge, and that stakeholders are generally satisfied with the program. However, about a third believe the program lacks relevance to the responsibilities teachers face on the job and some “technical” skills needed in practice.Research limitations/implicationsFirst, the findings are limited by the small number of completers’ cases from one teacher education program. Therefore, the authors recommend that future studies should include larger samples of novice teachers graduating from different teacher education programs. Second, the study is limited by focusing only on stakeholders’ perspectives, and teacher observation through CAEP informed categories related to standards 1, 4 and 5. So future research can tell more to the story by uncovering other CAEP standards to provide a more comprehensive view.Practical implicationsThe findings of this study are expected to contribute to the existing pool of knowledge on the utility of using international accreditation frameworks, not only as a means to measure the effectiveness of teacher education programs but also to develop such programs according to an internationally recognized set of quality standards. The results may also contribute to the discourse on whether the Madonlization of CAEP standards is a useless business for Arabic-speaking countries.Social implicationsAs elsewhere in the Arab region, education has been placed at the core of the Oman 2040 vision, which prioritizes the improvement of educational outcomes as Oman’s gateway to becoming a developed country. Therefore, it has become clear that teacher education programs need to be subject to scrutiny to ensure that they produce highly qualified teachers. While reform initiatives have raised concerns about the quality of teacher performance in Omani schools, little attention has been given to the effectiveness of teacher education programs in the country.Originality/valueThese results are discussed through three main themes related to the role of teacher preparation programs in the Arab region from a standards-based perspective: they need to be viewed as a rite of passage for all teachers to provide them with only the threshold competence to commence the professional teaching performance, there is a need for more authentic and safe learning experiences in these programs, and finally, there is a need for continuous adjustment of courses in these programs to perfect the “potion” that makes them more effective and relevant.

A Countrywide Assessment of Omani Undergraduate Nursing Students' Palliative Care Knowledge and Attitudes Towards End-of-Life Care.

Palliative care (PC) is a vital part of the responses needed to address the outcomes of cancer and other non-communicable diseases such as chronic pain, terminal illnesses, and end-of-life situations. Until today, there is a significant lack of access to PC in most developing countries, where the majority of the global population lives. Deficiencies in nurses' knowledge and attitudes exacerbate the lack of access to PC and end-of-life care (EOLC) in these countries. This study was conducted in Oman to assess undergraduate nursing students' (NS) PC knowledge and attitudes towards EOLC. A cross-sectional design was used to collect data from 276 NS in all undergraduate programs in Oman. The PC knowledge and attitude towards EOLC were measured using the PEACE-Q and FATCOD-B. The NS had a borderline level of PC knowledge but favorable attitudes towards EOLC. The NS were least knowledgeable about the philosophy of PC, delirium, side effects of opioids, cancer pain, and dyspnea. There were differences in PC knowledge and attitudes across programs. The findings highlight potential deficiencies and opportunities that can be utilized to augment future nursing human resources for PC and EOLC in Oman. We recommend a national interdisciplinary PC education and training consortium (NIPCET-C) to dialogue, develop, promote, monitor, and evaluate PC and EOLC education in Oman.

Perception and knowledge of critical thinking: A qualitative research study with Professors of Higher Education in Oman

Critical thinking is a key feature of the organizational cultures of higher education institutions, given its multiple impacts on graduates’ academic, professional and personal levels. Thus, most of these higher education institutions in the Arab Gulf region state in their strategic plans, implicitly and explicitly, objectives related to enhancing students’ critical thinking skills. Despite the apparent prevalence of such objectives, the concept of critical thinking (CT) is hardly taught in higher education institutions in the Arab Gulf region for different reasons. One of these reasons is that the perception of the concept is still in its infancy in the region, even among professors. This study aims to investigate how the perceptions and knowledge of critical thinking of English as a Second Language professors in the General Foundation Program at the College, a higher education institution in Muscat, foster critical thinking teaching. This is a qualitative and exploratory study with 10 professors and the data were collected through semi-structured interviews. The thematic analysis identified 4 themes: 1. First encounter with CT; 2. Connotations and denotations of CT; 3. Attainability of CT; 4. Scarce teaching of CT. The participants revealed their belief in the attainability of critical thinking. However, they expressed difficulties in implementing critical thinking teaching in their classrooms. The General Foundation Program’s professors referred openly to the disparity between their espoused beliefs and enacted practices.