The ceremony opened with a speech by the Undersecretary for Educational Programs, who commended the tireless efforts of the Omani National Commission for Education, Culture, and Science in supporting education across all sectors. She also emphasized the Ministry’s commitment to keeping pace with global educational developments and leveraging them to enhance the quality of both school and higher education in the Sultanate of Oman, in alignment with Oman Vision 2040.

This process was launched to coincide with the tenth anniversary of the adoption of the 2030 Agenda for Sustainable Development and is based on the commitments set out in the Fortaleza Declaration, issued by the 2024 Global Education Meeting.

These consultations aim to build a global consensus on future education priorities and the strategies and mechanisms required to achieve them, ensuring the formulation of a comprehensive education agenda that responds to both global and local realities, while emphasizing education as a fundamental human right.

The consultations are being conducted in three main phases. The first phase, currently underway, focuses on envisioning the future of education and engaging in global consultations with youth and students; it aims to produce a global vision for the future of education beyond 2030 and a youth agenda for education beyond 2030, for presentation at the 2027 Global Education Meeting. This will be followed by the second phase, comprising regional and national consultations involving stakeholders from the public and private sectors, civil society, the teaching profession, youth, and other actors in the education sector.

In the third phase, the outputs from the various consultation tracks will be consolidated and analyzed, and then formulated into a unified framework that contributes to the United Nations’ post-2030 development agenda.

A large number of officials from the Ministry of Education, school and higher education institutions, civil society stakeholders in education, and a large number of school students attended the consultation session.

HE Dr. Badr bin Hamoud Al-Kharusi emphasized that geography is no longer merely a map to be studied; it has evolved to encompass modern applications, models, and technologies that integrate diverse fields of knowledge. He highlighted the importance of leveraging these areas to hone students' skills and develop their capabilities, as well as utilizing geographic data and technologies to anticipate the future and make information more accessible and efficient for various sectors.

He also recommended leveraging the conference’s outcomes and ideas to develop the second phase of the Sultanate of Oman’s digital educational atlas and considering the establishment of an Omani association dedicated to the application of geographic technologies for educational purposes.

The conference concluded with a number of recommendations, most notably: fostering integration and partnership among entities concerned with geographic data, academic institutions, and the private sector; stimulating research and innovation in modern geographic technologies; and developing specialized competencies and skills through advanced training programs.

The conference closing ceremony included honoring speakers and researchers in recognition of their scholarly contributions and the value they added to the sessions. Participating institutions in the accompanying exhibition were also honored in appreciation of their involvement and the experiences, solutions, and technologies they showcased, which reflected the diversity of the geographic information field and its modern applications.

Over the course of two days, the conference featured a diverse scientific program comprising specialized sessions, research papers, and scientific posters. Researchers and specialists from within the Sultanate of Oman and abroad participated, discussing the latest applications and technologies in geographic information. They also showcased experiences and research aimed at expanding the scope of utilizing spatial data in education, planning, and decision-making, thereby fostering knowledge building, and anticipating a future increasingly driven by data and modern technologies.

International Literacy Day serves as a global occasion to highlight the importance of literacy as a fundamental human right and a key tool for empowerment and development. It is also an opportunity to assess progress made, address existing and emerging challenges, and envision future directions for literacy amidst the rapid transformations the world is witnessing.

Since the beginning of the Blessed Renaissance, the Sultanate of Oman has accorded continuous attention to education, driven by the belief that it is a fundamental right for every individual, a foundation for human development and the enhancement of capabilities, and a cornerstone for achieving comprehensive and sustainable development.

National efforts undertaken by the Ministry of Education over the past decades have contributed to tangible progress in literacy and adult education. This has been achieved by expanding literacy centers across the Sultanate of Oman’s governorates and providing educational opportunities to individuals who missed out on schooling earlier in life, alongside developing educational programs that align with the needs of learners and the requirements of society.

National indicators reflect the extent of this progress; the illiteracy rate in the Sultanate of Oman stood at 0.5% according to 2025 data from the National Centre for Statistics and Information. This figure underscores the continuous improvement in educational standards, as well as the sustained national efforts and investments directed toward the education sector over the past decades.

Amid the rapid transformations the world is witnessing, the concept of literacy is no longer limited to equipping individuals with reading, writing, and arithmetic skills; rather, it has expanded to encompass digital, life, and economic skills, competencies that have become essential for daily life and active participation in society.

In this context, the Ministry of Education is piloting a digital literacy project for third-grade students, a move that aligns with digital transformation requirements and aims to equip learners in literacy programs with the essential digital skills needed to navigate the technologies and electronic services available in their daily lives.

The project comes amidst the expansion of the digitization of government and educational services; and the resulting growing need for essential digital skills, at a time when some participants in literacy programs face a digital divide that limits their ability to utilize these services and navigate the demands of life in a digital environment.

The third level of the literacy track represents a suitable stage for initiating the development of basic digital skills. This is achieved through practical learning linked to the learner's life and daily needs, including the use of smart devices and engagement with applications and electronic services, while fostering the ability to access and utilize information safely and effectively.

The project is not limited to imparting technical skills; rather, it aims to foster the learner's independence and self-confidence, and to enable them to navigate the digital environment more effectively. This supports their integration into society and enhances their ability to benefit from the opportunities and services made available by digital transformation.

The project addresses a number of challenges facing literacy education centers, most notably the limited integration of technology into the educational process, the disparity in digital skill levels among learners, and the need for digital learning environments that cater to the specific characteristics and needs of adult learners.

The project is scheduled to be implemented on a pilot basis in the North Al Batinah Governorate during the 2026/2027 academic year, with the aim of testing the effectiveness of integrating technology into literacy programs, identifying potential implementation challenges, and measuring the project's impact on developing learners' digital skills.

The results of the pilot implementation will contribute to evaluating and refining the initiative, and its outcomes will be leveraged to improve educational practices, thereby paving the way for the project's potential expansion in the future.

The digital literacy project aligns with the objectives of Oman Vision 2040, particularly in areas related to human capacity development, the promotion of lifelong learning, support for digital transformation in education, the achievement of educational equity, and the narrowing of the digital divide across segments of society.

The Ministry of Education continues to develop literacy and adult education programs that align with the demands of the modern era and the needs of the labor market, while contributing to building learners' capabilities and expanding their opportunities to participate in economic and social development.

The theme of International Literacy Day 2026, "Literacy for People, Planet, and Prosperity", aligns with modern approaches that view literacy as an integrated pathway to human empowerment, rather than merely the acquisition of basic reading and writing skills.

Possessing digital, life, and economic skills enhances individuals' ability to make decisions, access services, improve employment prospects and productivity, and participate in public life, in addition to fostering awareness of environmental issues and sustainability principles.

Through its participation in this international event, the Sultanate of Oman reaffirms its ongoing commitment to developing its literacy and adult education system, advancing it toward broader horizons that meet modern-day requirements, thereby ensuring learning opportunities for all and fostering the concept of lifelong learning.

The Ministry of Education reaffirms its commitment to continuing efforts to curb illiteracy in all its forms, both traditional and digital, and to empowering learners with the knowledge and skills that enhance their independence and societal participation, thereby contributing to the building of a knowledge-based society and the achievement of sustainable development, in alignment with the goals of Oman Vision 2040.

Literacy today is not merely about learning to read and write; rather, it is the empowerment of the individual with the knowledge and skills that enable them to understand their reality, keep pace with its changes, and actively participate in shaping their future.

Salim Al-Kharousi, Director of the Humanities Curriculum Development Department at the Directorate-General for Curriculum Development and Head of the conference’s scientific team, stated that the team is responsible for the technical supervision and organization of the conference, as well as the evaluation of posters and research papers, to ensure their quality and the coherence of the scientific sessions.

He explained that the conference featured a total of 71 scientific contributions, comprising 46 oral presentations and 25 research posters, alongside the participation of seven keynote speakers who delivered six keynote lectures.

He added that the conference saw broad participation from 20 institutions, with proceedings distributed across 12 parallel scientific sessions held in four halls. Omani participation totaled 40 contributions, comprising 22 scientific papers and 18 research posters, reflecting the active scientific presence of national personnel.

The conference opening ceremony features several key segments and events, beginning with a speech by the Ministry of Education highlighting the conference's importance and its role in keeping pace with modern developments and fostering the use of geospatial technologies within the educational and academic sectors. This is followed by a visual presentation showcasing modern geospatial technologies in K-12 and higher education, as well as the Ministry's efforts to advance them.

The ceremony also includes a speech by the Universiti Teknologi Malaysia (UTM) highlighting joint scientific and academic cooperation, the launch of the "Digital Educational Atlas of the Sultanate of Oman", accompanied by a presentation outlining its significance and objectives, and concludes with the opening of the exhibition held alongside the conference.

The first day of the conference included three main sessions, which addressed topics related to the future of land management and modern geographical technologies. The first session discussed “Potential future developments in land management,” while the second session discussed “Urban digital twins for climate-resilient cities,” and the third session discussed “Recent developments in digital cameras, lidar, and satellite sensors.”

The first day included four sub-sessions; the first discussed “Empowering school curricula with spatial technologies: the science of place” through six working papers, while the second dealt with “The importance of modern surveying equipment applications in geography” through 12 working papers.

The third session, titled "Leveraging GIS Technologies to Build Interactive Digital Solutions for Education," examined the topic through nine papers, and the last session of the first day covered the theme "GIS as a Driver for Sustainable Tourism: Alignment with Oman Vision 2040," also featuring nine papers.

The conference aims to foster the international exchange of knowledge and expertise in the field of geographic information, transfer and localize cutting-edge technologies within national institutions, and build sustainable research partnerships between universities and research centers. It also seeks to support the Ministry of Education’s initiatives to integrate geographic technologies into curricula and to develop methods for applied learning and spatial analysis, thereby contributing to the preparation of a generation equipped with digital analysis and geographic thinking skills.

The conference also aims to support data-driven decision-making based on geospatial data; enhance the use of geospatial technologies in sustainable development, resource management, and addressing environmental challenges; empower the national workforce and boost the proficiency of specialists through workshops and training programs; stimulate investment, innovation, and entrepreneurship within the geospatial technology sector; and strengthen the Sultanate of Oman’s regional and international standing in this field. Furthermore, it seeks to promote Dhofar Governorate as a global tourism destination and offer an experience that combines knowledge and tourism for international participants.

In this context, the Ministry of Education, represented by the Directorate-General of Private Universities and Colleges, performs a regulatory and supervisory role in overseeing the activities and events conducted by private higher education institutions. This is carried out through the Educational Services Department within the framework of an ongoing partnership with approximately 25 educational institutions, thereby contributing to enhancing the quality of programs and events and maximizing their academic and societal impact.

This partnership encompasses the coordination, organization, and hosting of a diverse range of conferences, seminars, workshops, forums, specialized lectures, and community-oriented programs and initiatives. These activities provide students, as well as academic and administrative staff, with expanded opportunities for learning, knowledge exchange, and engagement with experts and professionals from within the Sultanate of Oman and abroad, all while ensuring strict adherence to applicable regulations, Omani values, national principles, and prevailing legislation.

Student engagement is a top priority regarding activities and events; private higher education institutions maintain specialized departments dedicated to planning, organizing, and overseeing the implementation of programs and activities, ensuring their alignment with the institution's educational and developmental goals.

The Student Advisory Council plays an active role in this regard through its standing subcommittees, including the Activities and Initiatives Committee, working in coordination with the relevant institutional bodies. This enables students to contribute to proposing and implementing initiatives, reinforcing their role as partners in enriching university life and fostering skills in leadership, teamwork, innovation, and social responsibility.

The first half of 2026 witnessed a remarkable movement in the field of activities and events in non-governmental higher education institutions, as the Directorate-General of Private Universities and Colleges dealt with more than 112 various events, which included academic, scientific and community events, including internal events directed at students and members of the institutions, and external ones that hosted speakers, experts, and academics from inside and outside the Sultanate of Oman.

These activities underwent study and review in accordance with established regulations and requirements, thereby helping to ensure quality of execution, clarity of objectives, and appropriateness of content, while achieving the desired added value for the institution, students, and the community. The activities ranged from scientific conferences, seminars, workshops, and forums to specialized lectures, programs, and community initiatives, reflecting the broad scope of contributions made by non-governmental higher education institutions in supporting knowledge, innovation, and community service.

These efforts embody the Ministry of Education’s drive to build an effective, sustainable partnership with private higher education institutions, encouraging them to transform their activities and events from traditional university practices into impactful tools for developing student skills, supporting scientific research and innovation, fostering community engagement, and linking knowledge to development needs.

The Ministry emphasizes the importance of aligning activities and events with the goals of Oman Vision 2040, thereby enhancing the quality of the educational process, creating added value for society, and contributing to the development of an educational environment that is more open to knowledge, expertise, and partnerships.

During the second half of 2026, the Ministry aims to sustain this momentum and enhance the quality and nature of activities and events. The focus is on initiatives with a lasting impact, expanding opportunities for student participation, and supporting events that foster future-oriented skills, innovation, scientific research, and community service. This underscores the growing role of higher education institutions in contributing to sustainable development and preparing national talent equipped with the knowledge, skills, and capabilities to participate effectively in the development process and help achieve the goals of Oman Vision 2040.

The ceremony began with a performance of the Sultanate’s national anthem, followed by a speech delivered by HE Dr. Badr bin Hamoud Al-Kharusi, Undersecretary for Education, in which he stated: "This honoring ceremony embodies an integrated system of contribution and partnership; a family that believed in its mission, a school that nurtured its children, teachers who dedicated their efforts to shaping character, and a society that made education a pillar of development and investment in human capital a strategic choice for the nation's future. The Ministry of Education moves forward with unwavering resolve to develop the educational system and enhance the quality of its outcomes. This aligns with national directions and fosters the preparation of generations equipped with knowledge and competence, grounded in values ​​and identity, and capable of creativity, innovation, and active contribution to the journey of comprehensive development, all within the framework of a solid partnership with various state institutions and sectors."

The speech was followed by a visual presentation highlighting the educational journey and the Ministry’s efforts to support high-achieving students. Then, Nasser Al-Maskari, Social Responsibility Manager at Occidental Oman, delivered the company’s speech, stating: "Our students, we congratulate you on this well-deserved achievement. We also extend our congratulations to your parents and teachers, who were partners in this success. Your excellence today is not the end of the road, but rather the beginning of a new journey of learning, contribution, and accomplishment. On this special occasion, we are delighted to celebrate with you this exceptional moment, which represents the fruit of years of effort and perseverance. We wish you a bright future filled with success, innovation, and contribution, and we hope you continue to realize your dreams and raise Oman’s name high across various fields."

Next, poet Sarah Al-Balushi recited a poem titled "The Seeds of Knowledge." Following this, students Ahmed Al-Hinai and Juman Al-Shabibi delivered the students' speech, stating: "Esteemed teachers, as we reflect on this radiant moment, we see a part of your hard work in every achievement and the mark of your guidance and dedication in every successful step. You were partners in our journey, opening the doors of knowledge and instilling in us confidence, ambition, and the belief in our ability to achieve. You have our sincerest appreciation and gratitude for the knowledge, care, and guidance you have provided. The impact of every teacher will remain present in our achievements, and the credit and respect due to you will never fade from our memories."

They added: "To our parents, the success achieved today is the result of your unwavering support, constant care, and close follow-up throughout the various stages of our education. You have been the pillar of support and the driving force that empowered us to overcome challenges with confidence and hope. To our fellow students, our responsibility toward the nation begins with upholding our authentic Omani values ​​and ensuring that our knowledge and conduct make a genuine contribution to our society. The nation looks to us to be more aware, deeply committed, and ready to participate in building it while preserving its achievements and identity. We must serve as exemplary models of scholarship, diligence, discipline, and responsibility."

Then, the ceremony’s patron honored the outstanding students and members of the Arab Child Parliament. HE the Minister of Education, then presented commemorative gifts to the ceremony patron and the Executive Director of Occidental Oman. The ceremony concluded with a commemorative photograph of the honored students alongside the patron and the attendees.

The workshops aimed to enhance the Ministry's decision-making process by establishing a clear governance framework for committees and task forces, ensuring the achievement of the objectives for which they were formed, and regulating their formation by standardizing the rules, procedures, and regulations governing their operations. The workshops also sought to clarify the roles and responsibilities of all parties involved in the work of these committees and task forces, while simultaneously minimizing their number as much as possible.

Workshop participants gained insight into the importance of the Ministry’s committees and task forces, highlighting their role in fostering participatory decision-making, enhancing performance, ensuring tasks are completed with speed and excellence, and strengthening staff collaboration, as well as providing opportunities for knowledge exchange and skill development. Furthermore, participants learned about the various levels and operational stages of these groups, the principles and phases of their governance, general operational guidelines, and the criteria for selecting chairpersons and members.

Regarding the organization of these workshops, participants expressed their satisfaction with the experience and highlighted the benefits gained. These sessions help structure the operational mechanisms of teams and committees, enhance their governance, and advance the institutional work frame. By elevating governance practices, the workshops boost performance efficiency, embed a culture of continuous improvement, and foster a more organized and effective administrative environment capable of supporting the Ministry’s objectives and future strategic direction.

This achievement came after the participants from the Sultanate of Oman distinguished themselves at the Near East and North Africa (NENA) regional level by implementing a project to monitor daily environmental data in local football stadiums, which included measurements of air temperature, ground surface temperature, and ground cover, and uploading them regularly via the GLOBE global program platform throughout the competition.

This achievement is an extension of the successes achieved by the Ministry of Education in the field of environmental education and reflects its interest in promoting a culture of scientific research and enabling teachers and students to actively participate in international scientific programs, which contributes to preparing a generation that is aware of environmental issues and sustainable development.

The winners of the competition were: teacher Fakhriya Al-Balushi from Sawda Umm Al-Mu’minin Basic Education School, teacher Hidayah Al-Farsi from Asma bint Umays Basic Education School in Al-Dhahirah Governorate, teacher Yusra Al-Dhawi from Sumaya Basic Education School, and teacher Ali Al-Jufaili from Abdul Rahman bin Abi Bakr Basic Education School in North Al-Sharqiyah Governorate.

These results confirm the success of the Ministry of Education’s efforts to integrate environmental science practices into the educational process, promote inquiry-based learning, and empower teachers to lead environmental initiatives within their schools and communities.

It is worth noting that the GLOBE program is a global scientific and educational initiative launched in 1995 with support from NASA and several international organizations. It involves 127 countries worldwide and aims to promote environmental awareness through field monitoring and the participation of students and teachers in collecting scientific data. The Sultanate of Oman joined the program in 2009, and its implementation is overseen by the Ministry of Education. It is considered one of the leading programs supporting inquiry-based learning and scientific research in Omani schools.

The delegation was received by Dr. Saleh Al-Shuaibi, Dean of the Middle East College, and a number of officials and specialists at the college, who welcomed the visiting delegation, stressing the importance of these visits in strengthening cooperation and exchanging visions in a way that contributes to the development of the higher education system.

The visit included a discussion of the college’s current academic programs, its future vision for program development, as well as a number of topics related to scientific research and innovation, and challenges and proposals for developing academic and institutional performance.

The visit concluded with a number of recommendations, most notably moving towards licensing new and high-quality academic programs, such as quantum computing programs, and hosting specialized programs that meet the needs of the labor market in cooperation with partner universities, in addition to studying adapting academic programs for students with disabilities to suit their needs and abilities, while considering the requirements of academic quality.

The recommendations also emphasized the importance of enhancing the college’s interest in scientific research and innovation, expanding research and innovation partnerships, working to empower students with basic skills in the field of scientific research, and encouraging them to participate in preparing and publishing research in scientific journals and periodicals.

It was also agreed to hold a joint workshop between the Directorate-General of Private Universities and Colleges and the Middle East College, with the participation of private higher education institutions, to discuss the challenges related to licensing academic programs, and to review proposals that would simplify and expedite procedures, in order to contribute to the development of quality programs and to achieve alignment with labor market needs and national development priorities.

In Ministry’s the speech delivered by Hilal Al-Khuzairi, he said: “Excellence is not limited to the quality of ideas and the creativity of their formulation, but it has gone beyond that to have a tangible impact. Here, we are not only honoring the product of the minds, but we are also praising the system of values ​​and sound principles from which they are driven. Therefore, I say to you: Do not stop at this honor, for it is but a torch that illuminates for you the path of further research and exploration, for your ambition is the true bet for the bright future of Oman.”

In his speech, Faisal Al-Majali, the company's social performance advisor, said, "Investing in learning is investing in people, and this is our vision at Shell Oman: a long-term investment in the minds, energies, and capabilities that will lead the path of growth, progress, and prosperity. The 'Shell NXplorers' program for youth and beginners is a practical embodiment of our deep belief that young people are the true force for positive change when given the right tools and opportunities. This is a position that calls for spontaneous expressions of pride."

In the Juniors category, the first place went to the HydroSmart Biofilter project from Al-Ahd Al-Hadith Private School in the South Al-Batinah Governorate, the second place went to the Zoura (Ammar Al-Nakheel, Al-Waha Refinery) project from Tijan Al-Majd School in the Al-Dhahirah Governorate. The third place went to the (BONE OF LIFE) project from Bilad Sur School in the South Al-Sharqiyah Governorate, the fourth place went to the (Date Seeds Challenge Gluten) project from Hafsa Bint Sirin School in the Al-Buraimi Governorate, and the fifth place went to the (Ain Abada) project from Abada Bin Al-Samit School in the North Al-Batinah Governorate.

In the Seniors category, the first place went to the project (Oman Biosphere) from Umm Habiba School in South Al Batinah Governorate, the second place went to the project (Smart Hive Guardian) from Qurum Beach School in Muscat Governorate, the third place went to the project (PYP) from Umm Kulthum Bint Abi Bakr School in North Al Sharqiyah Governorate. The fourth place went to the project (Glowis) from Asma Bint Al Salt School in Al Dhahirah Governorate, and the fifth place went to the project (Nano Safe) from Bilad Bani Bu Ali School in South Al Sharqiyah Governorate.