The human resources mobile information system (HRMoIS) provides users with direct access to information via mobile devices, enhancing efficiency, productivity, and the user experience. It includes mobile applications, websites, SMS services, and other communication mediums. This system enhances information mobility, facilitates operational processes, and supports decision-making in the ever-evolving technological landscape, ultimately improving users’ efficiency and productivity. Al-Anbar Province is undergoing significant urban and economic development. Still, more research is needed on the impact of HRMoIS on employee performance in Anbar to enhance their skills. This study aims to provide insights for top management and decision-makers on implementing similar methods to enhance employee performance. The study employs a questionnaire to survey managers and regular employees in 20 small organizations in Al Anbar, Iraq. The data is analyzed using percentages, frequencies, Pearson correlation, and Cronbach’s alpha coefficient. This allows for a comprehensive examination of all the essential aspects of human resource dynamics. The questionnaire upholds integrity and precision by aligning with roles and responsibilities. The study found that organizations implementing HRMoIS had higher mean values despite barriers such as organizational resistance, limited resources, and inadequate training. The results underscore the importance of organizations addressing these issues and enhancing their HRMoIS adoption. The study investigates the impact of HRMoIS on HR performance in small organizations in Iraq. The results show a positive correlation between mobile information systems and HR management efficiency. The study recommends implementing mobile information systems in small organizations in Al Anbar to enhance their performance. It emphasizes the need for providing necessary hardware and software, hiring experienced consultants, ensuring employee training and development, supplying HRMoIS with relevant data, and appointing experienced employees to keep up with technological advancements.

This study explores the integration of open innovation in education with a focus on technology and cultural aspects, aiming to foster improvements in educational management and policy within Oman learning environments. The research investigates the relationships between technological literacy (TL), cultural compatibility (CC), human face-to-face communication methods (HFtFCM), and student motivation and engagement (SMaE). A survey was conducted among 1,436 Oman students, and the data were analyzed using partial least squares and structural equation modeling to assess the moderating effects of TL and CC on these relationships. Results indicate that incorporating TL and CC as moderators significantly strengthens the mediation framework, enhancing the connection between HFtFCM and student perception of communication effectiveness (SPoCE). Specifically, the p-value decreased from 0.11 to 0.005, highlighting increased statistical significance, and the path from HFtFCM to SPoCE to SMaE improved from -0.051 to 0.071, demonstrating a stronger mediation effect. Conversely, the indirect effect from Technology-Based Communication Methods (TBCM) to SPoCE to SMaE decreased from 0.047 to 0.008. Additionally, notable paths such as TL → SPoCE and CC → SPoCE emerged, illustrating the enhanced explanatory power of these moderators. Conclusion: These findings underscore the potential of TL and CC to elevate student engagement and communication effectiveness, offering valuable insights for educational policy development and leadership programs. Doi: 10.28991/ESJ-2025-09-01-025 Full Text: PDF

This paper aims to establish the possibilities of incorporating e-learning in the management information system (MIS) for Omani students’ improvements. The first purpose was to establish whether there was a relationship between e-learning integration and MIS skill development; the second purpose was to further test whether student engagement moderated the relationship or acted as a mediator between the two constructs; and the third purpose was to consider whether or not instructor proficiency and institutional support had a moderating effect on this relationship. Participants included 420 students and lecturers from Omani universities. The study also supported H1 and revealed that e-learning integration significantly, though moderately, enhanced student readiness, with a mean increase of 0.141 (p=0.002). The study revealed that student engagement can only partially mediate this relationship, with a regression coefficient of 0.051 and a significance level of 0.001. Yet, the expertise level of the instructor did not emerge as a significant moderator in this relationship (β=-0.027, p=0.292), thus resulting in another rejection of H3. On the other hand, institutional support had a direct positive effect on the readiness of the students for e-learning when integrated in teaching activities, thus supporting H4 (β=0.071, p=0.05). The R-square change (∆R² = 0.005) indicates that the use of moderators increases explained variance by a small extent. The following findings can assist policymakers and educators in improving MIS education in Oman by leveraging institutional support for e-learning to enhance skills. Doi: 10.28991/ESJ-2024-SIED1-025 Full Text: PDF