Houda Abdullha Al-Housni

With growing global attention to sustainability, integrating Circular Economy (CE) principles into school education has become increasingly relevant. This study examined teachers’ perceptions of CE implementation in public schools in Muscat Governorate, Sultanate of Oman, identified perceived implementation barriers, and explored teachers’ proposals for strengthening CE-related practices. A descriptive cross-sectional survey was conducted with a convenience sample of 291 teachers. Quantitative data were analyzed using descriptive statistics, while 165 substantive responses to an open-ended question were examined through inductive qualitative content analysis. Teachers perceived CE implementation to be high across the five assessed dimensions, with mean scores ranging from 3.80 to 3.89. Teachers also reported high perceived barriers, with the lack of tools for monitoring resource consumption and environmental data receiving the highest individual item rating. Their proposals emphasized circular resource management, awareness and capacity building, financial and infrastructural support, student participation, curriculum integration, community partnerships, and institutional coordination. The coexistence of high perceived implementation and substantial perceived barriers suggests that CE-related practices may be evident while their systematic development and continuity remain constrained. The findings suggest that a coordinated school-level approach may support further development of CE-related practices. These findings reflect participating teachers’ perceptions rather than independently verified school practices.

This study examines the role of artificial intelligence (AI) technologies in identifying and sustaining leadership talent within the educational sector in Oman, addressing the increasing demand for evidence-based and innovative approaches to leadership development. A qualitative phenomenological research design was employed to explore how AI experts and educational leaders perceive, evaluate, and conceptualize AI-driven tools for leadership talent identification and sustainability. In-depth semi-structured interviews were conducted with 25 participants from three major Omani educational institutions. Data were analyzed using thematic analysis, allowing systematic identification of recurring patterns, conceptual relationships, and shared professional insights. The findings indicate that AI applications—including big data analytics, behavioral assessment tools, competency identification platforms, and predictive analytics—provide effective mechanisms for early detection and assessment of leadership potential. Furthermore, integrating AI into personalized professional development programs and continuous performance evaluation contributes to the long-term sustainability and strategic utilization of leadership talent. This study underscores the potential of AI to enhance strategic leadership planning within educational institutions. The results expand our empirical understanding of AI-driven leadership development and offer practical insights for implementing AI-informed strategies in Oman and the broader Gulf region.

Education is the cornerstone of development in all its forms. Therefore, the continuous improvement of education is a fundamental necessity pursued by societies to ensure progress and advancement. Schools are the fundamental pillars for the development and growth of society in all areas, and education is the path to progress and prosperity. This study aims to uncover the essential requirements and expected challenges to enhance the competitiveness of Omani public education schools from the perspectives of educational leaders and experts. A qualitative approach was employed in collecting and analyzing the data. The study sample consisted of 43 experts and educational leaders from the Ministry of Education and Omani universities, including 19 working in higher education and 24 in the public education sector. The data gathered through semi-structured interviews centered on two main themes: the requirements and the expected challenges. The study revealed a list of requirements to enhance competitiveness in the areas of administrative, cognitive, human, and organizational requirements. It also identified the prominent expected challenges.