AI integration in Oman's educational portal is successfully advancing personalized learning, data-driven decision-making, and hybrid education platforms, positioning the nation to achieve its Vision 2040 goals of building a knowledge-based society through digital transformation.
Objective: The primary goal of this systematic review was to investigate how artificial intelligence applications are currently being integrated within the Omani educational portal and to assess whether these developments align with and support the strategic priorities outlined in Oman's Vision 2040. The researchers sought to answer three central questions: the extent to which the information system in the Omani educational portal is considered advanced; how AI applications are being utilized in educational portals; and how the advancement of the information system through AI applications contributes to achieving Vision 2040's priorities and goals related to innovation, digital infrastructure development, and creating a knowledge-based society.
Methods: This study employed a qualitative systematic review methodology using an interpretivist research philosophy and an inductive approach grounded in theory. The researchers utilized the Education Resources Information Center (ERIC) database as their primary source for collecting relevant peer-reviewed literature. The review followed a rigorous four-stage process: identification, screening, eligibility assessment, and final inclusion. The inclusion criteria specified articles published between 2020 and 2024, available in full PDF format in English, focused on AI applications in educational systems, and peer-reviewed. Studies were excluded if they focused on post-secondary or adult education outside the Omani Ministry of Education context, or if they were books, proceedings, or reports rather than journal articles. From an initial pool of 494 articles, the researchers narrowed their selection to 323 articles within the specified timeframe, and after applying their comprehensive screening process, ultimately selected six studies for detailed bibliometric analysis and synthesis.
Key Findings: The systematic review revealed several significant findings about AI integration in Oman's educational system. First, the Omani educational portal has achieved an advanced stage of AI integration, featuring personalized and adaptive learning experiences tailored to individual student needs and learning styles. The portal employs AI-powered analytics tools that enable data-driven decision-making for educators and administrators by analyzing large volumes of student performance data to identify trends, predict outcomes, and inform instructional strategies. The system includes an "AI monitor" that continuously evaluates the performance of both students and teachers, along with performance-enhancement tools designed to improve analytical and linguistic skills through AI-based tutoring. The portal also provides comprehensive hybrid education through platforms like "Mandhara" for grades 1-4 and Google Classrooms for grades 5-12, enabling virtual classes, activities, assessments, communication, and assignment tracking. Additionally, the system offers extensive library services and computerized systems like "Atad" and "Zawity" that allow students to manage their learning independently. The review found that these AI applications support computational thinking in STEM fields, facilitate personalized learning through tools like AI-generated concept maps and chatbots, and demonstrate high levels of student satisfaction and perceived usefulness.
Implications: This research makes several important contributions to the field of AI in education. It provides the first systematic examination of AI integration specifically within the Omani educational context in direct relation to Vision 2040, filling a critical gap in the literature which typically generalizes AI's role in education across global contexts. The findings demonstrate that AI integration in educational portals can effectively support national development goals, particularly in developing countries pursuing digital transformation. The study shows how AI technologies can foster lifelong learning, enhance scientific research capabilities, and develop a knowledge-based economy. By equipping students with skills relevant to innovation and technology, AI in education contributes to economic diversification and prepares students for dynamic labor markets. The research also validates the effectiveness of various AI applications including intelligent tutoring systems, teaching robots, learning analytics dashboards, adaptive learning systems, and human-computer interactions in improving educational outcomes. Furthermore, the study demonstrates how AI empowers the private sector by fostering a skilled workforce capable of driving economic growth and innovation.
Limitations: The study acknowledges several limitations that should be considered when interpreting its findings. The research relied exclusively on the ERIC database because other databases required subscription fees that were unavailable to the researchers, potentially limiting the comprehensiveness of the literature review. The study focused specifically on the Omani educational context and Vision 2040, which may limit the generalizability of findings to other national contexts with different educational systems, cultural factors, and development priorities. While the systematic review methodology provides rigorous analysis of existing literature, it does not include primary empirical data collection from actual users of the Omani educational portal, which could provide additional insights into practical implementation challenges and user experiences. The review also noted that while the portal demonstrates strong infrastructure development and resource availability, there has been limited investigation into how AI applications address gender-based learning preferences in the Omani context, an area that some reviewed studies identified as important.
Future Directions: The researchers propose several important directions for future research. They emphasize the need for experimental studies that assess the practical usage and effectiveness of AI applications within the Omani educational system, with particular focus on evaluating impacts on students' cognitive skills and digital literacy development. There is a specific call for developing performance-evaluation scales tailored to Omani students that can measure the success of the Ministry of Education's digital initiatives and ensure alignment with Vision 2040 educational goals. Future research should explore the long-term impacts of AI integration across diverse educational settings and involve larger participant groups to strengthen findings. Additional studies could investigate how to refine AI tools to support a broader range of educational tasks and examine their role in specialized areas. The researchers also suggest investigating the interconnections among self-efficacy, perceived usefulness, and perceived ease of use within online e-learning contexts. Finally, there is a need to better understand structural constraints and opportunities for implementing emerging technologies like cross-reality (XR) experiences and to explore how AI can address gender differences in learning approaches and outcomes.
Title and Authors: "A Systematic Review of the Utilization of Artificial Intelligence Applications within the Educational Oman Systems" by Yousuf Nasser Said Al Husaini, Hamed Hilal Nasser Al Yahmadi, and Mohammed Abdulla Salim Al Husaini.
Published On: December 2025
Published By: International Journal of Evaluation and Research in Education (IJERE), Volume 14, Number 6, pages 4758-4769