Interview: Saeed Hamad Al Rubaie
Which strategies can Oman’s higher education institutions adopt to foster innovation and entrepreneurship among students?
SAEED HAMAD AL RUBAIE: Higher education institutions must continuously evolve to meet the needs of an increasingly dynamic economy. The emphasis that Oman Vision 2040 places on economic diversification calls for an education system that nurtures creativity, problem solving and entrepreneurial thinking across all disciplines. One of the most effective ways that institutions foster innovation is by directly integrating entrepreneurship programmes into academic curricula. This includes courses on business strategy, product development and commercialisation, as well as practical experience such as start-up incubators and venture labs that help students translate ideas into viable businesses.
Collaboration with industries is key. Many institutions are establishing innovation centres where students work alongside industry experts to develop market-driven solutions. These spaces provide hands-on experience in emerging fields like smart logistics and digital commerce, ensuring that graduates are equipped to launch start-ups or drive innovation within existing companies. Additionally, the nature of education itself is shifting. Traditional degree pathways are supplemented by flexible learning models, such as competency-based programmes and digital certifications, allowing students to acquire specialised skills in high-demand areas.
In what ways can higher education institutions enable students to contribute to Oman’s transition to a more sustainable economy?
AL RUBAIE: Oman’s universities are central to preparing the next generation of leaders to drive the sultanate’s sustainability agenda. As global economies transition towards greener models, education must reflect this shift by equipping students with the skills and knowledge needed to develop and implement sustainable solutions across industries. A major focus has been embedding sustainability principles into curricula, ensuring students understand how environmental responsibility intersects with business, engineering and technology. Beyond classroom learning, institutions are launching applied research initiatives in renewable energy, sustainable urban development and water resource management. These projects, often conducted in partnership with industry and government stakeholders, enable students to work on real-world environmental challenges, from designing energy-efficient buildings to improving waste-reduction strategies. In response to an evolving job market, educational institutions are developing specialised training programmes tailored to green industries. Whether through sustainability-focused certifications, research-driven learning experiences or direct involvement in climate-focused start-ups, students are gaining the expertise needed to lead in areas like circular economy models and environmental impact assessment.
How can higher education institutions in Oman contribute to workforce development and address skill gaps in key industries?
AL RUBAIE: To remain competitive globally, higher education institutions in Oman must ensure their programmes align closely with labour market demands. Rapid advancements in technology and shifting industry needs mean that traditional degree models alone are no longer sufficient. Students must graduate with the skills and adaptability required to succeed in an evolving workforce. One of the most significant developments in this area is the growing focus on micro-credentials and modular learning. Unlike traditional degrees, these targeted qualifications allow students to gain specialised expertise in high-demand fields such as artificial intelligence, cybersecurity and sustainable energy. Many institutions work directly with industry partners to design these programmes, ensuring that its graduates possess the competencies employers seek.
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