Servant leadership practices have been shown to enhance job satisfaction and organizational commitment; however, further research is still needed within the context of Omani educational institutions, particularly concerning female school leaders. This quantitative study seeks to deepen the understanding of servant leadership practices, especially regarding the leadership dynamics of female leaders in basic education schools. It aims to develop leadership performance and improve educational decision-making practices by investigating the status of servant leadership practices among female school leaders in basic education schools in the Sultanate of Oman. Using the convenience sampling method, a questionnaire was administered to 178 female teachers to assess their views on the servant leadership practices of their school principals. The questionnaire consisted of two sections: demographic variables and servant leadership practices, which comprised five dimensions: empowerment, humility, and emotional recovery, assisting subordinates and providing organizational support, supervision and community building, and ethical conduct. Pearson correlation coefficients fell within acceptable limits, and Cronbach’s alpha indicated good reliability. SPSS was used to compute means, standard deviations, independent sample t-tests, and one-way ANOVA analyses. The study results showed that the level of servant leadership practices among female school leaders was generally moderate. Additionally, the results indicated no statistically significant differences in the participants’ responses attributable to the study variables. The findings can help specialized training centers develop tailored programs that address gender-specific leadership barriers and promote general leadership practices. Furthermore, the study results can guide policy reform efforts to support female leadership, emphasizing the integration of servant leadership practices within the educational framework to foster a supportive school environment.

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.

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.

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.