The reality of employing smart digital assistants in teaching electronic courses among faculty members at the University of Technology and Applied Sciences in the Sultanate of Oman.

Khalil, Hanan Hasan Ali; Al-Fazari, Sultan Bin Said; Kamal, Asmaa Abd-Elkhalik; Mohammed, Asmaa Hasan; Khatiry, ِAhmed Ramdan; Eid, Mahmoud Omar

doi:10.21608/edusohag.2025.401061.1754

The reality of employing smart digital assistants in teaching electronic courses among faculty members at the University of Technology and Applied Sciences in the Sultanate of Oman.

Document Type : Original Article

Authors

¹ Educational Studies Department - Rustaq College of Education - University of Technology and Applied Science

² Educational Studies Department - College of Education, University of Technology and Applied Science Rustaq, Sultanate of Oman; Foundations of Education Department - Faculty of Education, Fayoum University, Egypt.

³ Educational Studies Department - College of Education, University of Technology and Applied Science Rustaq, Sultanate of Oman; Foundation of Education Department - Faculty of Education, Fayoum University, Egypt.

10.21608/edusohag.2025.401061.1754

Abstract

The study aimed to investigate the reality of employing smart digital aids by faculty members at the College of Education, University of Technology and Applied Sciences in Rustaq, Oman, in teaching electronic courses, using the descriptive method. The research population consisted of all faculty members at the college, and a random sample of (33) members from various specializations was selected. To collect data, a questionnaire was prepared covering four main axes: the most frequently used types of smart digital aids, the level of their employment, the ways they are utilized in teaching, and the difficulties encountered when using them. The results showed that the most used aids were generative artificial intelligence applications such as ChatGPT, followed by AI-supported survey tools and educational platforms, while smart classroom management applications were the least used. This is attributed to the ease of use, comprehensiveness, and direct suitability of these applications for university teaching needs compared to more specialized tools. The results also indicated that the level of faculty members’ employment of smart digital aids was low in all aspects due to the novelty of these applications in the university environment and the need for more training and institutional support. Usage was mainly focused on supporting explanation and clarification within classrooms, while their use was limited in areas such as analyzing students’ results and preparing electronic tests due to limited technical expertise and lack of targeted training. The results further revealed significant challenges facing faculty members in employing these aids, notably the lack of specialized practical training, poor integration of some tools with the e-learning environment, and limited technical support. Based on these results, the study recommended providing in-service specialized training programs focusing on the skills of employing smart digital aids in university education, developing the digital infrastructure, and updating e-learning systems to achieve greater integration with these aids. It also suggested conducting future studies on designing effective training programs to develop faculty members’ competencies in using AI technologies in university teaching and measuring their impact on education quality and academic outcomes.

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