Authors : Dr. Ghouse Mohiyaddin Sharif G. M.; Mutahar Hussain Kazim; Mohammed Taslim Noor; Dr. Jayashree Rajendran

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/wau9z45h

Scribd : https://tinyurl.com/hbyhjbrr

DOI : https://doi.org/10.38124/ijisrt/25nov1085

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Abstract : The Sultanate of Oman's transition to a knowledge-based and innovation-driven society is a key component of Oman Vision 2040. STEM education is one of the keystones of innovation and economic diversification for Oman beyond oil and gas, particularly in emerging fields like AI. However, students with disabilities constantly encounter significant barriers in accessing and engaging with STEM learning. This study explores the role of AI-driven assistive tools in enhancing accessibility and learning outcomes for students with disabilities. It aims to provide a roadmap for empowering learners with disabilities to actively contribute to national innovation and sustainable development. The study adopts a quantitative research design to examine the impact of AI-based assistive technologies. The findings are expected to provide empirical evidence on the role of AI- driven assistive tools in reducing accessibility gaps, highlight institutional and technological barriers, and generate recommendations for scaling inclusive STEM learning in line with Oman Vision 2040.

Keywords : STEM- Science, Technology, Engineering, and Mathematics, AI, Cognitive Disabilities.

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