Advancing Oman vision 2040 through teacher digital readiness: human and organisational drivers of e-learning in primary schools

Husin, Nor Azilah and Mohd Ghazali, Amirul Syafiq and Saad, Mazni (2026) Advancing Oman vision 2040 through teacher digital readiness: human and organisational drivers of e-learning in primary schools. INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS, 10 (7). pp. 6703-6720. ISSN 454-6186 E-ISSN 2454-6186

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Abstract

Purpose - Oman Vision 2040 positions education, national capabilities and digital transformation as foundations of a knowledge-based and diversified economy. Against this policy background, this study develops and tests an integrated model of primary school teachers' readiness for e-learning in Oman. It examines human factors, financial readiness, organisational support and attitude, and tests whether attitude mediates the effects of the three antecedents on readiness. Design/methodology/approach - A cross-sectional survey was completed by 364 teachers from public and private primary schools across Oman's governorates. Proportional purposive sampling was used. Teachers' readiness was modelled as a higher-order construct comprising technical, lifestyle and pedagogical readiness; human factors comprised social competency, computer self-efficacy and technology adaptation; and organisational support comprised environmental, instructional and technical support. Data were analysed using IBM SPSS 26 and partial least squares structural equation modelling. Findings - Teachers reported moderate overall readiness, with pedagogical readiness exceeding technical and lifestyle readiness. Human factors strongly predicted readiness (β = .876, p < .001), while organisational support had a smaller positive effect (β = .222, p = .004). Both constructs also predicted attitude. Financial readiness and attitude did not directly predict readiness. Attitude nevertheless showed complementary partial mediation in the human factors-readiness and organisational support-readiness relationships. The model explained 79.7% of variance in readiness. Originality/value - The study translates Oman Vision 2040's education and digital-transformation ambitions into empirically testable school-level conditions. It shows that positive attitudes and budget availability are not sufficient: progress towards inclusive, future-ready education depends primarily on capable teachers working within supportive, performance-oriented institutions. The findings provide an evidence base for teacher development, governorate-sensitive school support and national coordination under Oman Vision 2040.

Item Type:	Article (Journal)
Uncontrolled Keywords:	teacher readiness; e-learning; digital transformation; human factors; organisational support; national capabilities; Oman Vision 2040; PLS-SEM
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Sustainable Tourism and Contemporary Languages
Depositing User:	AP Dr. Mazni Saad
Date Deposited:	29 Sep 2026 16:20
Last Update:	29 Sep 2026 16:20
Queue Number:	2026-09-Q5322
URI:	http://irep.iium.edu.my/id/eprint/131579
Indexed In:	UNSPECIFIED

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