The present study aimed to examine the effect of online education in knowledge economies on Intrinsic Motivation and thinking styles and investigate how the lecturers in network online education in knowledge economies in their classes, and its positive effect on intrinsic motivation and thinking styles. The participants are composed of 283 (164 females, 119 males) Sultan Qaboos university students, classified in two groups; Group 1(133 students) relates to online education classes in knowledge economics, group 2 (131 students) is not taught online in knowledge economics. Online education in knowledge economies questioner consists of 30 items, the Intrinsic motivation scale consists of 36 items with four dimensions (motivation for entrepreneurship, risk-taking behavior, self-achievement and self-confidence) and the thinking styles scale consists of 42 items with four dimensions (divergent thinking, convergent thinking, decision making and problem solving) all prepared by researchers, were used in the data collection process. The results indicated that there is a positive relationship between online education in knowledge economies, intrinsic motivation and thinking styles; there are statistically significant differences between Group 1 and Group 2 in intrinsic motivation and thinking styles favor of the group 1, there is no a statistically differences between males and females in intrinsic motivation and thinking styles and there is no a statistically difference between scientific and human specialization in intrinsic motivation and thinking styles. Based on current results, we recommend creating opportunities which de-motivate learners from pursuing online education focusing on concepts of knowledge economy in order to achieve the desired sustainable development goals.