Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024                                             Pp.73-89

Full Paper PDF

   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

Syerina Syahrin
Department of English Language and Literature, College of Arts and Applied Sciences
Dhofar University, Sultanate of Oman
Corresponding Author:

Nurul Akmal
Department of Computer Science, College of Arts and Applied Sciences
Dhofar University, Sultanate of Oman


Received:11/13/2023         Accepted:03/14/2024                 Published: 04/24/2024


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.
Keywords: artificial intelligence, Omani education, teaching, learning

Cite as: Syahrin, S. & Akmal, N. (2024). 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.  Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024: 73-89. DOI:


Adiguzel, T., Kaya, M.H., & Cansu, F.K. (2023), Revolutionizing education with AI: exploring the transformative potential of ChatGPT, Contemporary Educational Technology, 15 (3), 429-433. doi: 10.30935/cedtech/13152.

AlAfnan, M. A., Dishari, S., Jovic, M., & Lomidze, K. (2023). ChatGPT as an educational tool: Opportunities, challenges, and recommendations for communication, business writing, and composition courses. Journal of Artificial Intelligence and Technology, 3(2), 60-68.

Al-Ani, W. (2017). Alternative education needs in Oman: accommodating learning diversity and meeting market demand. International Journal of Adolescence and Youth, 22(3), 322-336.

Alhalangy, A., & AbdAlgane, M. (2023). Exploring the impact of AI on the EFL context: A case study of Saudi universities. Journal of Intercultural Communication, 23(2), 41-49.

Al-Mashaani (2022, September 20). Plan to equip 10,000 young Omanis with digital skills by 2025. Oman Daily Observer.

Anders, B. A. (2023). Is using ChatGPT cheating, plagiarism, both, neither, or forward thinking?. Patterns, 4(3). 100694

Arif, T.B., Munaf, U., & Ul-Haque, I. (2023), The future of medical education and research: is ChatGPT a blessing or blight in disguise? Medical Education Online, 28 (1), 2181052, doi: 10.1080/10872981.2023.2181052.

Ausat, A.M.A., Massang, B., Efendi, M., Nofirman, N., & Riady, Y. (2023), Can Chat GPT replace the role of the teacher in the classroom: a fundamental analysis, Journal on Education, 5 (4), 16100-16106.

Ayed, I. A. H. (2022). Oman higher education institutions dealing with artificial intelligence, (Unpublished Doctoral dissertation). Universidade do Minho, ?. Retrieved from

Broussard, M. (2018). Artificial Unintelligence: How Computers Misunderstand the World. Cambridge, MA: MIT Press. Reviewed by Howard A. Doughty.

Brown, T. et al.2020). Language models are few-shot learners. Advances in Neural Information Processing Systems, 33, 1877-1901.

Brynjolfsson, E., & McElheran, K. (2016). The rapid adoption of data-driven decision-making. American Economic Review, 106(5), 133-139.

Budhwar, P. et al. (2023). Human resource management in the age of generative artificial intelligence: Perspectives and research directions on ChatGPT. Human Resource Management Journal, 33(3), 606-659.

Chan, C. K. Y., & Lee, K. K. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and Millennial Generation teachers? arXiv preprint arXiv:2305.02878.

Dwivedi, Y.K. et al. (2023). So what if ChatGPT wrote it? Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy, International Journal of Information Management, 71, 102642. doi: 10.1016/j.ijinfomgt.2023.102642.

Firat, M. (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning and Teaching, 6(1), 57-63.

Gao, M. et al (2023). Human-like summarization evaluation with ChatGPT. arXiv preprint arXiv:2304.02554.

Haque, M.U., Dharmadasa, I., Sworna, Z.T., Rajapakse, R.N., Ahmad, H. (2022), I think this is the most disruptive technology, Exploring Sentiments of ChatGPT Early Adopters Using Twitter Data. arXiv preprint arXiv:2212.05856.

Hill-Yardin, E. L., Hutchinson, M. R., Laycock, R., & Spencer, S. J. (2023). A Chat (GPT) about the future of scientific publishing. Brain Behav Immun, 110, 152-154.

Khan, R.A., Jawaid, M., Khan, A.R., & Sajjad, M. (2023), “ChatGPT-Reshaping medical education and clinical management”, Pakistan Journal of Medical Sciences, 39 (2), 605-607, doi: 10. 12669/pjms.39.2.7653.

Kuhn, K. (2000). Problems and benefits of requirements gathering with focus groups: A case study. International Journal of Human-Computer Interaction, 12(3-4), 309-325.

Mahendra, M. W., Nurkamilah, N., & Sari, C. P. (2023). Artificial-intelligence powered app as learning aid in improving learning autonomy: Students’ perspective. JEES (Journal of English Educators Society), 8(1) 230-240

Microsoft News Center (2020, December 21). Oman’s Ministry signs strategic partnership with Microsoft on digital transformation in education. Microsoft News Center

Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B. P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies28(4), 4221-4241.

Pariser, E. (2011). The filter bubble: How the new personalized web is changing what we read and how we think. Penguin.

Qadir, J. (2023), Engineering education in the era of ChatGPT: promise and pitfalls of generative AI for education, 2023 IEEE Global Engineering Education Conference (EDUCON), IEEE, 1-9.

Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems.

Sanchez, Juan Carlos (2023, December 17). Lessons from the Calculator.

Sardana, D., Fagan, T.R., & Wright, J.T. (2023), ChatGPT: a disruptive innovation or disrupting innovation in academia? The Journal of the American Dental Association, 154 (5), 361-364, doi: 10.1016/j.adaj.2023.02.008.

Selwyn, N. (2019). Should robots replace teachers?: AI and the future of education. John Wiley & Sons.

Shidiq, M. (2023, May). The use of artificial intelligence-based ChatGPT and its challenges for the world of education; from the viewpoint of the development of creative writing skills. In Proceeding of International Conference on Education, Society and Humanity 1(1), 353-357).

Siemens, G. (2013). Learning analytics The emergence of a discipline. American Behavioral Scientist, 57(10), 1380–1400.

Sparrow, B., Liu, J., & Wegner, D. M. (2011). Google effects on memory: Cognitive consequences of having information at our fingertips. Science, 333(6043), 776-778.

Sun, G.H., & Hoelscher, S.H. (2023), The ChatGPT storm and what faculty can do, Nurse Educator, 48 (3), 119-124, doi: 10.1097/nne.0000000000001390.

Syahrin, S., Almashiki, K., & Alzaanin, E. (2023). The Impact of COVID-19 on Digital Competence. International Journal of Advanced Computer Science and Applications14(1), 45-52

The Education Council Sultanate of Oman (2018). The National Strategy for Education 2040. Retrieved from

Thimmanna, A. V. N. S., Naik, M. S., Radhakrishnan, S., & Sharma, A. (2024). Personalized Learning Paths: Adapting Education with AI-Driven Curriculum. European Economic Letters (EEL), 14(1), 31-40.

Ulla, M. B., Perales, W. F., & Busbus, S. O. (2023). ‘To generate or stop generating response’: Exploring EFL teachers’ perspectives on ChatGPT in English language teaching in Thailand. Learning: Research and Practice, 1-15.

Wang, S., Sun, Z., & Chen, Y. (2023). Effects of higher education institutes’ artificial intelligence capability on students’ self-efficacy, creativity and learning performance. Education and Information Technologies, 28(5), 4919-4939.

Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225.

Winn, Z. (2023, July 14). Study finds ChatGPT boosts worker productivity for some writing tasks. MIT News Office.

Wu, X., Duan, R., & Ni, J. (2023). Unveiling Security, Privacy, and Ethical Concerns of ChatGPT. arXiv preprint arXiv:2307.14192.

Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14, 1181712.


Received: 11/13/2023    
Accepted: 03/14/2024
Published: 04/24/2024 

Dr. Syerina Syahrin received her doctorate degree from Victoria University of Wellington, New Zealand. She was the recipient of Victoria Award of Research Excellence and Erasmus+.  Syerina has taught students in Malaysia, New Zealand, Thailand, Nepal, the US and is currently a faculty member at the Department of English Language and Literature, Dhofar University, Sultanate of Oman.  Syerina’s primary research interests are in inclusive pedagogy, especially for culturally diverse students, and exploring best practices for the integration of technology in the classroom.

Dr. Nurul Akhmal Mohd Zulkefli is an assistant professor at the Department of Computer Science, College of Arts & Applied Sciences, Dhofar University, Oman. She received her PhD in Information Technology (Expert Decision System) from Universiti Teknologi PETRONAS, Malaysia; a Master in Computer and Information Engineering from INHA University, South Korea; and a Bachelor of Computer Science in Software Engineering from Universiti Putra Malaysia. Her research interests are in expert decision systems, knowledge management systems, IT education, and software engineering. Email: