Advancing Oman Vision 2040 through Teacher Digital Readiness: Human and Organisational Drivers of E-Learning in Primary Schools
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.