English abstract
The study aimed to build a proposed model to include knowledge economy
concepts and skills in line with the requirements of the knowledge economy in the
Sultanate of Oman using the Delphi method over three successive rounds by surveying
the views of local knowledge economy experts (decision makers, experts, and
academics) in the economic fields. It also aimed to identify the extent to which the
content of educational public policy documents and social studies curriculum books for
grades (3-12) included the concepts and skills of the model using the content analysis
card, in which the model was transformed according to its light, and the validity and
reliability of the two tools were confirmed. The results showed that the proposed model
includes (142) sub-concepts divided into the four knowledge economy indicators, which
are ranked as follows: the first indicator: the information and communication
technology system index (39) concepts, the second indicator: the research, development
and innovation system (34) concepts and the third indicator: the system Institutional
skills for the state (44) concepts, and the fourth indicator: the education and training
system (20) concepts, and basic knowledge skills, which include (5) general skills,
professional and life skills, and include (4) general skills, digital skills, and include (3)
general skills and production Cognitive skills, which includes (4) general skills and
communication skills, and includes (4) general skills.
The results of the analysis of public policy documents showed that the highest
rate of inclusion of the education philosophy was in the concepts of the R&D and
innovation system index with a rate of (34.1%) and basic knowledge skills with a rate of
(34.4), while the lowest rate of inclusion was in the concepts of the information and
communication technology system index at (4.9%). And not including digital skills, and
the highest percentage of inclusion of the National Education Strategy 2040 in the
concepts of the education and training system index was (75.6%) and knowledge
production skills by (31.1%), while the lowest rate of inclusion was in the concepts of
the information and communication technology system at (1.5%). And digital skills by
(1.6%), and as for the two general concepts documents and the general concept
evaluation document for the social studies curriculum, the highest rate of inclusion of
the education philosophy was in the concepts of indicator and skills, while the lowest
rate of inclusion was in the concepts of the state institutional system index at (52.5%)
and (79) (%) Respectively, communication skills by (33.3%) and basic knowledge skills
by (51.9%), respectively, and the lowest percentage of inclusion of the concepts of the
R&D and innovation system index (12.7%) and not including these concepts. The
indicator for the social studies curriculum evaluation document, basic knowledge skills
by (5.4%) and knowledge production skills by (11.1%), respectively
