التحديات التي تواجه الطلاب العمانيين في استخدام أدوات الذكاء الاصطناعي باللغة العربية د. أحمد علي الحداد1 د. بدرى عبد الحكيم مدهش2 د. عامر أزاد الكثيري3 د. غصاب منصور الصقر4 د. محمد مسلم المهري5

Abstract The educational landscape in the Sultanate of Oman is undergoing rapid transformation driven by global technological advancements, most notably the emergence of artificial intelligence (AI) tools, which are increasingly influencing teaching, learning, and research practices. However, this transformation is accompanied by a range of challenges related to the Arabic language, institutional infrastructure, educational readiness, and sociocultural factors. Against this backdrop, the present study examines the challenges faced by Omani students in using AI tools in Arabic through a comprehensive framework encompassing four dimensions: technical, linguistic, educational, and sociocultural. The study aims to develop a deeper understanding of the nature of these challenges and their implications within the local context. The research problem stems from a noticeable gap between the technological potential of AI tools and students’ actual ability to utilize them effectively in Arabic-language academic settings. Accordingly, the study seeks to identify and analyze these challenges and to uncover the barriers that hinder effective AI adoption among students. A quantitative analytical approach was employed. Data were collected through a questionnaire administered to a sample of 221 students enrolled at a public university in Oman. The data were analyzed using descriptive and inferential statistical techniques, including means, standard deviations, and comparative analyses across the four dimensions. The findings revealed that educational and sociocultural challenges constituted the most significant barriers to AI utilization, followed by linguistic challenges, whereas technical challenges were found to have the least impact. The significance of this study lies in its provision of a rigorous empirical analysis of the Omani context, linking global technological developments with the realities of the national educational system. The findings offer valuable insights for policymakers and educational institutions in developing integrated strategies that address institutional readiness, linguistic empowerment, academic training, and cultural awareness, thereby promoting the effective integration of AI technologies

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