Purpose: This article investigates the direct effect of SBM factors on school effectiveness (SE) and the mediating effect of trust between SBM and SE. Design/methodology/approach: This study used quantitative methods. The study participants were 728 teachers from different schools and regions in Oman. Data were collected through a survey and analysed through structural equation model (SEM) using SmartPLS 4 statistical software to determine the direct effect and bootstrapping for mediation. Findings: The results of the path analysis revealed the direct effect of SBM factors on SE in Oman. The results also confirmed the full mediation of trust and revealed the direct impact of certain SBM aspects on SE dimensions. Practical implications: The findings contribute to the growing literature on the positive effect of SBM on SE and introduce trust, for the first time, as a strong mediator between SBM and SE. Originality/value: This study provides key evidence that implementing SBM in Oman can be an effective strategy for empowering school administrators, autonomy, and community engagement.

This study aimed to identify the role of community partnership and its contribution to the financing of public schools in the Sultanate of Oman through examining the experience of one of the schools in the state of Suwaiq in implementing community partnership and find the most important areas and activities which are financed through this partnership. It also intended to identify difficulties and challenges facing public schools in Oman in the application of community partnership as one of the sources of funding for education and make suggestions to activate it. To achieve the objectives of the study, the case study research method was used, and interviews were conducted with all 11 members of the Administrative and Financial Affairs Committee at Al-Wareth Bin Kaab School (10-12) to collect needed data. The results of the study indicate that the school's Administrative and Financial Affairs Committee works through specific mechanisms to implement community partnership and to raise funds for the school from parents, business, charitable and private organization. In addition, there are difficulties facing the educational institution in implementing community partnership. The study made some suggestions in order to overcome challenges and strengthen school community partnership.

This study investigates the relationship between the dynamic capabilities of university administration and students’ awareness of artificial intelligence (AI) tools within a higher education context. Drawing on data from 139 students at the College of Education, Sultan Qaboos University, the research employed two validated instruments, one measuring the dynamic capabilities of university administration and another assessing students’ awareness and perception of AI tool use. Understanding this relationship is critical, as universities increasingly face pressure to guide responsible and effective AI use among students. Findings reveal significant correlations between the university administration’s dynamic capabilities, particularly technological agility, and students’ engagement with AI tools. Notably, technological dynamic capabilities within the administration significantly predicted two specific dimensions of student awareness: effectiveness of using AI tools and perceived faculty members’ efficiency in AI. These results highlight the critical role of institutional leadership in promoting equitable and sustainable integration of AI in education. The study contributes to the broader discourse on AI for sustainable development by illustrating how institutional strategies can enhance innovation, inclusion, and student readiness in support of SDG 4.

This study intended to provide a research map that shows the most important research issues and educational challenges facing education in the Sultanate of Oman in the light of contemporary educational innovations. A descriptive research method was used. The procedures followed in the study included a review of educational research maps in the colleges of education, conducted a theoretical analysis of the relationship between global changes and their impact on the areas of educational innovation, identify areas of educational innovation in Oman, and Meta analysis of research conducted at the Department of Educational Foundations and Administration. Based on the analysis and interpretation of data collected from 120 research participants, consisting of 10 faculty members, 15 Master students, 20 experts from the Ministry of Education and Ministry of Higher Education, and 75 school principals representing different provinces, a research map, with its objectives, scopes, and mechanics of implementation, was developed.

This study aimed to identify the role of community partnership and its contribution to the financing of public schools in the Sultanate of Oman through examining the experience of one of the schools in the state of Suwaiq in implementing community partnership and find the most important areas and activities which are financed through this partnership. It also intended to identify difficulties and challenges facing public schools in Oman in the application of community partnership as one of the sources of funding for education and make suggestions to activate it. To achieve the objectives of the study, the case study research method was used, and interviews were conducted with all 11 members of the Administrative and Financial Affairs Committee at Al-Wareth Bin Kaab School (10-12) to collect needed data. The results of the study indicate that the school's Administrative and Financial Affairs Committee works through specific mechanisms to implement community partnership and to raise funds for the school from parents, business, charitable and private organization. In addition, there are difficulties facing the educational institution in implementing community partnership. The study made some suggestions in order to overcome challenges and strengthen school community partnership.