Students from different cultures possess varying levels of skills in learning, remembering, and understanding concepts. Some terms and their explanations may seem easy for one group of students but difficult for another. Therefore, delivering educational content that aligns with student’s learning capabilities is a challenging task based on cultural orientations. This study addresses the learning challenges by developing a Thesaurus Glossary E-learning (TGE) framework method. This study introduces the TGE method which is a multi-language tool with visual associations that adapts to students’ capabilities. It also examines cultural differences and native languages, particularly aiding Arab Native to visualize appropriate terms (thesaurus) and their explanations (glossary) based on students’ learning capabilities. TGE learns from students’ term selection behavior and displays terms at a simple or advanced level that matches their learning ability. Additionally, TGE demonstrated its effectiveness as an e-learning tool, accessible to all students anytime and anywhere. The study analyzed 314 records related to student performance, out of which 114 students were surveyed to evaluate the effectiveness of the TGE method. This work presents TGE as a novel e-learning tool designed to enhance conceptual thinking within the context of modern educational practices during the digital transformation. TGE is based on artificial intelligence algorithms and associative rules that simulate the human brain, establishing logical connections between related key terms and sketching associations among diverse facets of a situation. An experiment was conducted at a private university in the Sultanate of Oman to assess the effectiveness of the proposed TGE tool. TGE was integrated with selected subjects in information systems and used by the students as a resource for e-learning methods and materials. The results show that 85% of students who used TGE improved their performance by 19%. We believe this work could establish a new smart e-learning teaching method and attract modern and digital universities to enhance student learning outcomes linked with conceptual thinking.

Alkhateeb, A., & Alhawsawi, S. (2023). Challenges in Incorporating English as the Medium of Instruction at King Saud bin Abdulaziz University for Health Sciences. Arab World English Journal, 14(3), 110–123. https://doi.org/10.24093/awej/vol14no3.7

Alkiyumi, M. (2024). New Classification of Higher-Order Thinking Skills (HOTS). Onomázein, 62, 1053–1064.

Al-Shamsi, I. R., Shannaq, B., & Devarajanayaka, K. M. (2023). A Comparative Analysis of the Service Quality in Public and Private Company Telecommunication Services. In: Arai, K. (editor). Advances in Information and Communication. Springer Nature Switzerland. pp. 167–186. https://doi.org/10.1007/978-3-031-28076-4_15

Amanzhol, N., Amanova, A., Kerimbekova, B., et al. (2023). “My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan. Asian Education and Development Studies, 13(1), 31–44. https://doi.org/10.1108/aeds-06-2023-0062

Arif, M., & Aldosary, A. S. (2023). Urban Spatial Strategies of the Gulf Cooperation Council: A Comparative Analysis and Lessons Learned. Sustainability, 15(18), 13344. https://doi.org/10.3390/su151813344

Arviani, F. P., Wahyudin, D., & Dewi, L. (2023). The Effectiveness of Problem-Based Learning Model in Improving Students’ Higher Order Thinking Skills. JPI (Jurnal Pendidikan Indonesia), 12(4), 627–635. https://doi.org/10.23887/jpiundiksha.v12i4.65606

Badoi-Hammami, M. (2023). Utilizing neuroscience research to enhance learning strategies and optimize curriculum design. International Journal of Advanced Research, 11(09), 797–811. https://doi.org/10.21474/IJAR01/17588

Cairns, D. (2023). Understanding of Environmental Issues Across Two Gulf Countries: Do Girls Know More Than Boys in UAE Schools? In: Dickson, M., McMinn, M., & Cairns, D. (editors). Gender in STEM Education in the Arab Gulf Countries. Springer Nature Singapore. pp. 173–194. https://doi.org/10.1007/978-981-19-9135-6_7

Darwis, R. H., Alimuddin, & Patimbangi, A. (2024). Higher Order Thinking and Critical Thinking Skills in Problem-Based Learning Environments: A Systematic Review. Journal of Learning and Development Studies, 4(2), 21–33. https://doi.org/10.32996/jlds.2024.2.2.3

Davies, J. R., Field, J., Dixon, J., et al. (2023). Articulate: A European glossary of terms used in oral health professional education. European Journal of Dental Education, 27(2), 209–222. https://doi.org/10.1111/eje.12794

DiNapoli, J., & Miller, E. K. (2022). Recognizing, supporting, and improving student perseverance in mathematical problem-solving: The role of conceptual thinking scaffolds. The Journal of Mathematical Behavior, 66, 100965. https://doi.org/10.1016/j.jmathb.2022.100965

ElJishi, Z., Abdel-Hameed, F. S. M., Khuddro, A., et al. (2024). Translating Bloom’s Taxonomy Action Verb List into Arabic for Teacher Preparation Programs: Challenges/Problems and Solutions. International Journal of Education and Literacy Studies, 12(1), 295–303. https://doi.org/10.7575/aiac.ijels.v.12n.1p.295

Gökçearslan, Ş., Yildiz Durak, H., & Esiyok, E. (2023). Emotion regulation, e‐learning readiness, technology usage status, in‐class smartphone cyberloafing, and smartphone addiction in the time of the COVID‐19 pandemic. Journal of Computer Assisted Learning, 39(5), 1450–1464. https://doi.org/10.1111/jcal.12785

Gradini, E., Umar, A., Firmansyah, F., et al. (2024). Fostering Higher Order Thinking Skills in Mathematics Learning: A Scoping Review of Teacher Development Initiatives. Unram Journal of Community Service, 5(1), 9–14. https://doi.org/10.29303/ujcs.v5i1.570

Habeeb, K. (2024). Assessing the role of methods in teaching courses in improving student/teachers’ instructional skills and attitudes toward STEAM education in kindergartens. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12541-1

Haddaway, N. R., Lotfi, T., & Mbuagbaw, L. (2023). Systematic reviews: A glossary for public health. Scandinavian Journal of Public Health, 51(1), 1–10. https://doi.org/10.1177/14034948221074998

Hines, M.G. (n.d.). Teaching English Abroad in the Middle East. Available online: https://www.transitionsabroad.com/listings/work/esl/articles/teaching-english-abroad-in-the-middle-east.shtml (accessed on 7 July 2024).

Hommel, B. E., Ruppel, R., & Zacher, H. (2022). Assessment of cognitive flexibility in personnel selection: Validity and acceptance of a gamified version of the Wisconsin Card Sorting Test. International Journal of Selection and Assessment, 30(1), 126–144. https://doi.org/10.1111/ijsa.12362

Hurt, T., Greenwald, E., Allan, S., et al. (2023). The computational thinking for science (CT-S) framework: Operationalizing CT-S for K-12 science education researchers and educators. International Journal of STEM Education, 10(1), 1. https://doi.org/10.1186/s40594-022-00391-7

Jokela, M., Meriläinen, J., Tukiainen, J., et al. (2022). Personality Traits and Cognitive Ability in Political Selection. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4166034

Karwadi, K., Zakaria, A. R., & Syafii, A. (2024). A review of the effects of active learning on high order thinking skills: A meta-analysis within Islamic education. Journal of Education and Learning (EduLearn), 18(1), 97–106. https://doi.org/10.11591/edulearn.v18i1.20895

Khalil, R. Y., Tairab, H., Qablan, A., et al. (2023). STEM-Based Curriculum and Creative Thinking in High School Students. Education Sciences, 13(12), 1195. https://doi.org/10.3390/educsci13121195

Khurma, O. A., & Zein, F. E. (2024). Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), em2397. https://doi.org/10.29333/ejmste/14155

Li, X., Li, Y., & Wang, W. (2023). Long-Lasting Conceptual Change in Science Education: The Role of U-shaped Pattern of Argumentative Dialogue in Collaborative Argumentation. Science & Education, 32(1), 123–168. https://doi.org/10.1007/s11191-021-00288-x

Lucente, A. (2024). The Pros & Cons of Teaching English in the Middle East. Available online: https://www.internationalteflacademy.com/blog/the-pros-and-cons-of-teaching-english-in-the-middle-east (accessed on 2 June 2023).

Maulana, F. I., Febriantono, M. A., Raharja, D. R. B., et al. (2023). Twenty years of e-learning in health science: A bibliometric. Procedia Computer Science, 216, 604–612. https://doi.org/10.1016/j.procs.2022.12.175

Mihret, G., Negussie, D., & Joshi, J. (2024). The Challenges of Teaching English as a Foreign Language in Higher Education: A Systematic Literature Review. Zenodo, 11, 1253–1258. https://doi.org/10.5281/zenodo.11090367

MoldStud. (n.d.). The Role of Human-Computer Interaction in Computer Science Education. Available online: https://moldstud.com/articles/p-the-role-of-human-computer-interaction-in-computer-science-education (accessed on 6 July 2024).

Monteleone, C., Miller, J., & Warren, E. (2023). Conceptualizing critical mathematical thinking in young students. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-023-00445-1

Moshtari, M., & Safarpour, A. (2023). Challenges and strategies for the internationalization of higher education in low-income East African countries. Higher Education. https://doi.org/10.1007/s10734-023-00994-1

Musliha, S., Sudana, D., & Wirza, Y. (2021). The Analysis of Higher Order Thinking Skills (HOTs) in the Test Questions Constructed by English Teachers. Advances in Social Science, Education, and Humanities Research. https://doi.org/10.2991/assehr.k.211119.095

North, R. B., Lempka, S. F., Guan, Y., et al. (2022). Glossary of Neurostimulation Terminology: A Collaborative Neuromodulation Foundation, Institute of Neuromodulation, and International Neuromodulation Society Project. Neuromodulation: Technology at the Neural Interface, 25(7), 1050–1058. https://doi.org/10.1016/j.neurom.2021.10.010

Pratiwi, I., Regina, R., Wardah, W., et al. (2024). Reading Strategies Used by the Students of English Language Education Study Program. Aditya: Journal of Teaching and Education, 6(1), 113–132. https://doi.org/10.30650/ajte.v6i1.3790

Rachmawati, D., Suharno, S., & Roemintoyo, R. (2023). The Effects of Learning Design on Learning Activities Based on Higher Order Thinking Skills in Vocational High Schools. Open Education Studies, 5(1), 20220202. https://doi.org/10.1515/edu-2022-0202

Rani, S. A., Zikriati, Z., Muhammady, A., et al. (2023). Arabic Language Learning Based on Technology (Opportunities and Challenges in the Digital Era). International Journal of Education, Language, and Social Science, 1(1), 1.

Rashid Al-Shamsi, I., & Shannaq, B. (2024). Leveraging clustering techniques to drive sustainable economic innovation in the India–Gulf interchange. Cogent Social Sciences, 10(1), 2341483. https://doi.org/10.1080/23311886.2024.2341483

Sadriwala, K. F., Shannaq, B., & Sadriwala, M. F. (2024). GCC Cross-National Comparative Study on Environmental, Social, and Governance (ESG) Metrics Performance and Its Direct Implications for Economic Development Outcomes. In: Awwad, B. (editor). The AI Revolution: Driving Business Innovation and Research. Springer Nature Switzerland. pp. 429–441. https://doi.org/10.1007/978-3-031-54383-8_33

Salihah, N. M., & Prayudha S, J. (2022). Analysis of Higher Order Thinking Skills (HOTS) in Online Learning by English Teacher. Journal of Language Intelligence and Culture, 5(1), 75–94. https://doi.org/10.35719/jlic.v5i1.114

Santana, A. N. D., Roazzi, A., & Nobre, A. P. M. C. (2022). The relationship between cognitive flexibility and mathematical performance in children: A meta-analysis. Trends in Neuroscience and Education, 28, 100179. https://doi.org/10.1016/j.tine.2022.100179

Segumpan, R. G., & McAlaney, J. (2023). Challenges and Reforms in Gulf Higher Education: Confronting the COVID-19 Pandemic and Assessing Future Implications. Taylor & Francis.

Shakir, M., Al Farsi, M. J., Al-Shamsi, I. R., et al. (2024). The Influence of Mobile Information Systems Implementation on Enhancing Human Resource Performance Skills: An Applied Study in a Small Organization. International Journal of Interactive Mobile Technologies (iJIM), 18(13), 37–68. https://doi.org/10.3991/ijim.v18i13.47027

Shannaq, B, Saleem, I., & Shakir, M. (2023). Maximizing Market Impact: An In-depth Analysis of the Market Penetration Strategy and its Effective Tools for Sales Growth and Brand Expansion in the E-commerce Markets of Oman and Bahrain. In: The AI Revolution: Driving Business Innovation and Research, ‎2nd ed. Springer.

Shannaq, B. (2020). Machine Learning Model-Ensuring Electronic Exam Quality using Mining Association Rules. International Journal of Advanced Science and Technology, 29(3), 12136–12146.

Shannaq, B. (2024a). Digital Formative Assessment as a Transformative Educational Technology. In: Arai, K. (editor). Advances in Information and Communication. Springer Nature Switzerland. pp. 471–481. https://doi.org/10.1007/978-3-031-54053-0_32

Shannaq, B. (2024b). Enhancing Human-Computer Interaction: An Interactive and Automotive Web Application—Digital Associative Tool for Improving Formulating Search Queries. In: Arai, K. (editor). Advances in Information and Communication. Springer Nature Switzerland. pp. 511–523. https://doi.org/10.1007/978-3-031-54053-0_35

Shannaq, B. (2024c). Unveiling the Nexus: Exploring TAM Components Influencing Professors’ Satisfaction with Smartphone Integration in Lectures: A Case Study from Oman. TEM Journal, 2365–2375. https://doi.org/10.18421/TEM133-63

Shannaq, B., & Al Shamsi, I. (2024). Integrating Digital Transformation: Analyzing New Technological Processes for Competitiveness and Growth Opportunities in the Oman Economy. In: Awwad, B. (editor). The AI Revolution: Driving Business Innovation and Research. Springer Nature Switzerland. pp. 443–454. https://doi.org/10.1007/978-3-031-54383-8_34

Shannaq, B., Al Shamsi, I., & Majeed, S. N. A. (2019). Management information system for predicting quantity materials. TEM Journal, 8(4), 1143–1149.

Shannaq, B., Devarajanayaka, K. M., Shakir, M., et al. (2023). Generating an integrated SWOT strategy from the SERVQUAL survey results-the need for a comparative assessment of telecommunication companies in Oman. AIP Conference Proceedings. https://doi.org/10.1063/5.0188360

Shanta, S., & Wells, J. G. (2022). T/E design-based learning: Assessing student critical thinking and problem-solving abilities. International Journal of Technology and Design Education, 32(1), 267–285. https://doi.org/10.1007/s10798-020-09608-8

Sharma, G. V. S. S., & Kumar, S. (2023). Thinking Through Art—A creative insight into mechanical engineering education. Thinking Skills and Creativity, 49, 101341. https://doi.org/10.1016/j.tsc.2023.101341

Stevens, E. A., Leroux, A. J., Mowbray, M. H., et al. (2023). Evaluating the Effects of Adding Explicit Vocabulary Instruction to a Word-Problem Schema Intervention. Exceptional Children, 89(3), 275–293. https://doi.org/10.1177/00144029221112290

Taderera, F. (n.d.). Looking at Oman and Global Higher Education in terms of Quality, Assessment, and Employability. Available online: https://irjems.org/irjems-v3i6p122.html (accessed on 6 July 2024).

Taslidere, E., & Yıldırım, B. (2023). Effect of Conceptual Change–Oriented Instruction on Students’ Conceptual Understanding and Attitudes Towards Simple Electricity. International Journal of Science and Mathematics Education, 21(5), 1567–1589. https://doi.org/10.1007/s10763-022-10319-w

Tekin, P. S., Ilgaz, H., Afacan Adanir, G., et al. (2020). Flipping e-Learning for Teaching Medical Terminology: A Study of Learners’ Online Experiences and Perceptions. Online Learning, 24(2). https://doi.org/10.24059/olj.v24i2.2030

Thornhill-Miller, B., Camarda, A., Mercier, M., et al. (2023). Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054

Wahyuni, S., Ritonga, M., & Afrianti, W. (2023). Systematic Review of Learning Method for Teaching Arabic Listening and Speaking Skills. Al-Hayat: Journal of Islamic Education, 7(1), 30. https://doi.org/10.35723/ajie.v7i1.321

Wang, L. (2024). A Systematic Literature Review of The Effective of Problem-Based Learning in Blended Learning Environment. Educational Administration: Theory and Practice, 9877–9892. https://doi.org/10.53555/kuey.v30i5.1183

Zhu, X.W., & Tahir, S. (2023). A Study of Differences in Higher-order Thinking Skills among Higher Education in Blended Learning. International Journal of Academic Research in Progressive Education and Development, 12(4), 674-684. https://doi.org/10.6007/IJARPED/v12-i4/19886