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Abstract

Objectives: Despite Oman having a low HIV prevalence, stigma and lack of knowledge among young people may hinder prevention efforts. This study aimed to assess HIV/AIDS-related knowledge and misconceptions among Grade 10 students in Muttrah wilayat in Oman. Methods: This cross-sectional study was conducted in February 2025 and included Grade 10 students from 4 governmental schools in Muttrah selected via proportional stratified sampling. The sample size was calculated depending on the number of students in Grade 10. Data collection was performed during face-to-face interviews using a validated Arabic-language questionnaire. Results: A total of 271 Grade 10 students were included in this study. Only 11.8% of students showed good knowledge of HIV/AIDS (≥ 70% correct responses), while 48.7% showed poor knowledge (<50%). Male students were more likely to show poor knowledge than female students (59.7% versus 24.7%; P <0.001). Similarly, female students held low levels of misconceptions, defined as answering <50% of misconception items incorrectly compared to male students (82.4% versus 37.6%; P <0.001). Age was not associated with knowledge (P = 0.198); however, 14–15-year-olds held fewer misconceptions compared to 16–17-year-olds (P = 0.016). Common misconceptions included the possibility of transmission through mosquito bites or casual contact and existence of a vaccine or cure. Conclusion: The students showed inconsistencies in knowledge and persistent misconceptions. This suggests that structured HIV/AIDS education interventions in Omani schools might be beneficial, especially to target gender differences and myths. Further research is suggested to explore other elements linked to behavioural change, such as perceived susceptibility to contracting infection, attitudes and intentions to adopt preventive behaviours.

Article Type

Original Study

Publication Date

5-21-2026

First Page

366

Last Page

375

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.

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