Re-Engineering General Foundation Mathematics for STEM Readiness in Oman: A Curriculum Alignment and Comparative Readiness Analysis

Abstract

A basic mathematical foundation, as part of a knowledge-based educational framework aligned with Oman Vision 2040, could serve as the intellectual foundation for STEM development. The Mathematics course in the General Foundation Program (GFP) at the University of Technology and Applied Sciences (UTAS) is vital for students planning to pursue fields such as information technology, artificial intelligence, engineering, and data science. However, concerns remain significant as the program focuses on procedural skills and is less focused on analytical reasoning and modeling. The CDP has a digital math literacy component, but it is limited. None of the previous attempts to assess structured curriculum mapping has proven effective. Through structured curriculum mapping and a comparative readiness analysis, this study examines Course Learning Outcomes, Course Objectives, assessment plans, course delivery strategies, and proposed revisions aligned with a 10-dimensional STEM Readiness Framework. It also considers the spread of Bloom's taxonomy. The paper notes observed alignment gaps, graphically documents them, and benchmarks insights from Harvard University’s mathematics pathways against policy recommendations. Results demonstrated around 70% agreement in content but also highlighted discrepancies between evaluation and instruction in two specific areas: modeling and decision-making under uncertainty, as well as digital exploration. Even though the same applies to the requirements for using general skills for knowledge, in the higher cognitive sphere, these limitations are even more severe. Proposed revisions include strengthened analytical and practical competencies, moving from bridge to cognitive enhancement. Advancing IT and engineering readiness, incorporating the IT cum technology-oriented concepts in mathematics, will help sustain existing STEM growth here.