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All Journal Emerging Science Journal
Shannaq, Boumedyen
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Environmental Science

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Enhancing Student Motivation and Competencies: Integrating E-Learning, Technological Literacy, and Cultural Alignment Shannaq, Boumedyen; Saleem, Imran; AlRawahi, Said; Almhlawi, Saad; AlMaqbali, Said
Emerging Science Journal Vol 9, No 1 (2025): February
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-09-01-025

Abstract

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
E-Learning Integration and Its Impact on MIS Skill Development and Student Engagement Shannaq, Boumedyen
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-025

Abstract

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
Co-Authors AlMaqbali, Said Almhlawi, Saad AlRawahi, Said Saleem, Imran