Bridging Cultural Gaps: Enhancing Student Motivation and Academic Integrity in Oman’s Universities

Authors

  • Raed Awashreh

    Management Department, A'Sharqiyah University, Ibra, Oman
  • Hisham AL Ghunaimi

    Accounting Department, A’Sharqiyah University, Ibra, Oman

DOI:

https://doi.org/10.30564/fls.v7i2.8300
Received: 4 December 2024 | Revised: 12 January 2025 | Accepted: 15 January 2025 | Published Online: 22 January 2025

Abstract

This study explores the cultural and motivational factors influencing student behaviors and academic performance in Oman's higher education system. Drawing on the frameworks of Cultural Relativism and Self-Determination Theory, and employing a descriptive analytical approach based on quantitative methods, the research surveys 409 students in the Sultanate of Oman. It examines the impact of cultural norms and reward systems on student motivation, academic integrity, and skill development. The findings reveal that cultural values, such as collectivism and a focus on harmony, significantly shape students' approach to academics. These values often lead to weak motivation and a tendency to view behaviors like procrastination and academic dishonesty as socially acceptable. Additionally, many Omani students, particularly those from rural and Bedouin communities, enter higher education with gaps in foundational skills such as English, Mathematics, and Computer Science, which further hinder their academic success and employability. Despite earning academic qualifications, students often struggle to meet labor market demands due to a lack of practical skills. The study calls for reforms in teaching methodologies and foundational programs, advocating for culturally relevant strategies that balance academic rigor with cultural sensitivity. It also recommends fostering intrinsic motivation and promoting academic integrity to better prepare students for the workforce. By integrating Cultural Relativism, the study offers a comprehensive approach to addressing the challenges in Oman's higher education system and provides valuable insights for policymakers, educators, and institutional leaders. These findings align with Oman Vision 2040, emphasizing the need for an educational system that is both academically rigorous and culturally responsive.

Keywords:

Cultural Relativism; Student Motivation; Academic Integrity; Self-Determination Theory; Omani Higher Education; Educational Reforms

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How to Cite

Awashreh, R., & AL Ghunaimi, H. (2025). Bridging Cultural Gaps: Enhancing Student Motivation and Academic Integrity in Oman’s Universities. Forum for Linguistic Studies, 7(2), 265–279. https://doi.org/10.30564/fls.v7i2.8300

Issue

Vol. 7 , Iss. 2 (February 2025): In Progress

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Article

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Copyright © 2025 Raed Awashreh, Hisham AL Ghunaimi

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.