Modern College of Business and Science

Co-creation has emerged as a transformative approach to meaningful collaboration among students, teachers, and other key stakeholders. Although co-creation aims to integrate all stakeholders’ diverse perspectives and foster engagement, motivation, and ownership among them, some practical challenges can impact its implementation. The operationalization of co-creation needs a feasible, step-by-step plan to address interpersonal, practical, and institutional challenges, which can undermine co-creation. This guide examines how Artificial Intelligence (AI) can be leveraged across all phases of the co-creation cycle—preparation, conduction, and follow-up. It offers innovative insights into the intentional deployment of AI tools to enhance collaboration while preserving the relational essence of co-creation. We describe how AI can facilitate recruitment of diverse participants, design and planning of co-creation activities, brainstorming, shared decision-making, process evaluation, dissemination of outcomes, and integration of co-created outcomes into the curricula. This guide applies the Substitution, Augmentation, Modification, Redefinition (SAMR) model and the Technology-Organization-Environment (TOE) framework to theoretically examine how AI can enhance or fundamentally reshape co-creation. It also underscores essential ethical considerations for integrating AI into co-creation. After reading this guide with comprehensive and practical guidelines, educators can effectively integrate AI into co-creation initiatives, aiming to enhance both the processes and outcomes of co-creation.

This is an accepted article with a DOI pre-assigned that is not yet published.Introduction to CALS issue 4.2 by co-special issue editors Charles R. Batson and Karen Fricker, in both English and French versions.

This conceptual paper aims to explore the potential of introducing computer science education in early childhood as a means to build a technologically capable generation aligned with Oman’s Vision 2040. Oman’s national strategy emphasizes economic diversification, innovation, and technological advancement as key sustainable development goals. Achieving these goals requires a workforce equipped with skills in science, technology, engineering, and mathematics (STEM). Learning computer science and technology at an early age can contribute to the development of a technologically literate society and enable children to participate meaningfully in Oman’s digital transformation. Early exposure to computer science for preschool and kindergarten students supports the creation of a future workforce that is well-prepared for the demands of a changing economy. This paper is based on a review of existing literature related to early technology exposure and its relevance to workforce readiness and national development priorities.