Artificial intelligence (AI1) in education started over 30 years. Currently, artificial intelligence witnesses’ significant growth in the region to improve the productivity of learning quality. Previous studies revealed artificial intelligence in higher education in different aspects, majors, and countries. This study released the use of artificial intelligence in logistics studies in higher education institutions of Oman, where it took IMCO as a case study. The research paper thoroughly finds out the perfect use of artificial intelligence in logistics studies and the extent of its impact. The primary objectives of this study were to assess the use of AI in logistics study, the pros and challenges of using AI in logistics programs in higher education and suggest some recommendations to better use of AI in logistics study. The survey and interview were the principal methods used to collect primary data, while the secondary data were collected from the literature relevant to the study. The questionnaire was designed by using Office 365 form. The target population of this study was approximately 100 people that included teachers and students in International Maritime College Oman. The findings showed a slight variation in some of the responses, but most supported the previous studies that AI implementation in education is vital.

Artificial intelligence (AI) has been playing a vital role in all life domains. A striking example is AI effective revolution in health and educational services during the COVID-19 pandemic. Therefore, this systematic literature review investigates how AI impacts higher education (HE) by focusing on its impact on education quality, the learning and teaching process, assessments, and future careers. This review uses a systematic qualitative research method. The data is collected in a systematic review of academic articles on AI impact on HE from 1900 to 2021 from the Web of Science, Scopus, and ERIC. The process went through a systematic inclusion and exclusion procedure based on date, language, reported outcomes, setting and type of publications. Articles selected were screened via Rayyan Software and coded using excel based on the following themes: education quality, learning and teaching, assessments, future careers, and ethics. The total number of articles included is 56. The results vindicate that AI plays an efficient role in providing better education quality services, practical learning/teaching, and assessments approach for a better future career. Likewise, AI impacts future employment, which entails that HE institutions should incorporate more AI to have better graduates that meet the future market requirements. However, studies on AI impact assessments, ethics and future careers are limited and require further investigation.

AI use in higher education raises ethical concerns that must be addressed. Biased algorithms pose a significant threat, especially if used in admission or grading processes, as they could have devastating effects on students. Another issue is the displacement of human educators by AI systems, and there are concerns about transparency and accountability as AI becomes more integrated into decision-making processes. This paper examined three AI objectives related higher education: biased algorithms, AI and decision-making, and human displacement. Discourse analysis of seven AI ethics policies was conducted, including those from UNESCO, China, the European Commission, Google, MIT, Sanford HAI, and Carnegie Mellon. The findings indicate that stakeholders must work together to address these challenges and ensure responsible AI deployment in higher education while maximizing its benefits. Fair use and protecting individuals, especially those with vulnerable characteristics, are crucial. Gender bias must be avoided in algorithm development, learning data sets, and AI decision-making. Data collection, labeling, and algorithm documentation must be of the highest quality to ensure traceability and openness. Universities must study the ethical, social, and policy implications of AI to ensure responsible development and deployment. The AI ethics policies stress responsible AI development and deployment, with a focus on transparency and accountability. Making AI systems more transparent and answerable may reduce the adverse effects of displacement. In conclusion, AI must be considered ethically in higher education, and stakeholders must ensure that AI is used responsibly, fairly, and in a way that maximizes its benefits while minimizing its risks.

Artificial intelligence (AI) has been a topic of growing interest and investigation in various fields, including higher education. This research article explores the impact of AI on higher education by examining its effects on teaching and learning, assessment, ethics, required skills, and future careers. The aim of this study is to analyse the influence of AI on higher education, investigate its impact on the teaching and learning process, examine its effect on assessment and grading, and predict its influence on graduates' future careers. To accomplish this, the study employs a qualitative approach based on a survey of the higher education audience. The results of this study demonstrate the crucial role of AI in the future of higher education. The findings highlight the effectiveness and efficiency of AI in equipping graduates with new skills for their future careers. They also emphasise the importance of considering the ethical implications of AI. The study reveals that higher education institutions need to integrate AI more extensively in their programs to prepare graduates for the future workforce. AI has the potential to revolutionize education by personalizing teaching methods to suit individual student needs, providing prompt feedback, and automating administrative tasks. It can also assist in grading and assessment, freeing educators to focus on developing curriculum and providing quality instruction. The study findings suggest that AI has a positive impact on the learning experience by facilitating the acquisition of new knowledge and skills. This research provides insights into the potential of AI to transform higher education and contribute to the development of new skills for graduates. It has important implications for educators, policy-makers, and other stakeholders in the higher education sector. The study findings suggest that AI should be more extensively integrated into higher education curricula, and that institutions need to consider the ethical implications of AI in the development and implementation of their programs. By doing so, they can better prepare graduates for the demands of the future workforce.

Studying the possibility of applying the Finnish Higher Education framework in the Middle East; the case of Oman requires an in-depth investigation and a clear focus on the main success factors. The research method uses the qualitative approach to study the points of views, feeling and assumptions of all the stakeholders in the Omani educational system and how teachers perceive the idea of applying the Finnish example. The results reveal that all participants are for using the Finnish Higher Education Framework in Oman. However, they see that the application should go through a strategic, constant long-term process along with the professional development of academic staff, the collaboration of all stakeholders and the support of the government are critical requirements.