The aim of the research is to elucidate the features of the modern model of bioecomedicine and its components as a social determinant of sustainable societal development. The theoretical-methodological basis of the work was the complex use of scientific principles and a systematic approach, which determined the choice of research methods: general scientific and interdisciplinary. The concept generalized content is substantiated and the main lines of building the bioecomedicine model are characterized from the standpoint of information-structural modeling and sustainable development. Based on the structural-logical imperative, the object, subject, basic method and main concepts of this science sphere are characterized. The bioecomedicine principal idea as a social determinant of the sustainable development within a single information space is the unification of the knowledge information field of biology, ecology and medicine based on the use of the latest achievements in information technologies. It is proven that the algorithm for achieving the bioecomedicine global goal in the form of a set of principles reflects the essence of a systemic approach to solving the tasks of sustainable societal development by ensuring the system-environmental homeostasis of humans and the ecosystems that surround them.

In order to assess the effects of e-learning integration on university performance and competitiveness, this study uses Oman as a model for the Gulf. Analyzing how e-learning impacts technology integration, diversity, community engagement, infrastructure, financial strength, institutional reputation, student outcomes, research and innovation, and academic quality can reveal whether universities are effectively incorporating digital tools to enhance teaching and learning. By offering a framework for comparable institutions in the Gulf area, this study provides insights into optimizing e-learning techniques to improve university performance and competitiveness. This study uses the Structural Equation Modeling (SEM) with a dataset comprising 424 participants and 55 indicators, analyzed using both measurement and structural models. The results of the hypothesis testing, which indicate that e-learning has a positive effect on factors like student outcomes (B = 0.080, t = 2.859, P = 0.004) and institutional reputation (B = 0.058, t = 2.770, P = 0.005), lend credence to these beliefs. Omani universities need culturally sensitive e-learning, stronger institutional support, and training to enhance diversity (B = 0.002, t = 0.456, P = 0.647) and technology integration (B = −0.009, t = 0.864, P = 0.387). These improvements increase the visibility of Gulf institutions abroad, attracting the best students from all around the world and fostering an inclusive learning atmosphere. Financially speaking, e-learning offers reasonably priced solutions such as digital libraries and virtual laboratories, which are especially beneficial in a region where education plays a major role in socioeconomic development.