Dynamics and Strategies for Integrating Artificial Intelligence Applications in the Educational Supervision Process among Information Technology Supervisors in the Sultanate of Oman

Abstract

The study aimed to identify the dynamics according to which artificial intelligence applications are integrated and the strategies used in employing them among information technology supervisors in the Sultanate of Oman. The study relied on the qualitative approach and used interviews as a data collection tool, where seventeen (17) educational IT supervisors were questioned. The results of the study revealed that the dynamic integration of artificial intelligence applications was through forums and workshops for applying artificial intelligence in education and self-learning for the educational supervisor. Employing artificial intelligence applications faced a number of challenges such as: the cost and abundance of applications, lack of experience in employing them, and lack of acceptance from the field. Educational issues, data accuracy, lack of technical support, weak networks and lack of availability of modern devices. The study also found that the educational supervisor adopted a number of strategies to employ artificial intelligence applications in his work, including leadership and direction practices, planning and development, training and support, evaluation and follow-up, in order to improve the quality of education, increase work efficiency, and make better decisions, as it explained. The study included the most important applications that were used in planning and analyzing supervisory visits to teachers, teachers’ records, and students’ work, such as Chat GPT, the study recommended providing material resources and an appropriate environment for employing artificial intelligence applications. It also recommended training supervisors and enrolling them in specialized courses in employing artificial intelligence applications in the tasks of educational supervisors, and creating a department or creating a specialized committee for artificial intelligence in the supervision department whose main tasks would be to provide technical support to supervisors and inform them of everything that is new in artificial intelligence in the supervisory field, and the creation of a new job known as “artificial intelligence technician/expert” in the ministry, directorates, supervisory departments, and schools to provide technical support to the supervisor, employee, teacher, and school principals in this field.