The classroom has always been a dynamic space, and in the UAE, there’s a constant push to recalibrate, update, and upgrade. The country arms the workforce of tomorrow with the latest technology
and world-class practices to ensure consistent progress.
One way it has done this is through the establishment of regulatory authorities —Knowledge and Human Development Authority, or KHDA (in Dubai); the Department of Education and Knowledge in Abu Dhabi (Adek); and Sharjah Private Education Authority (SPEA) — that, among other things, inspect schools every year and provide feedback for improvements, optimise teacher training programmes, and seek constant feedback from stakeholders.
Since UAE Vision 2021 was rolled out back in 2010, the Ministry of Education has drawn out multiple strategies that build on each other to create a sector rich in innovative thought and action, and one that encourages sustainable practices.
In 2024, Dubai initiated the E33 strategy that aimed to revolutionise the education system again. Aisha Miran, director general of KHDA, said at the time: “The E33 strategy signals a transformative shift from a traditional, institution-centred model to a learner-centred education ecosystem.”
As a diversity dense nation, the UAE is home to boards and curricula from around the globe, making it that much easier for expats moving to the country to find their preferred syllabi.
It is also an early adopter of tech in various fields, including education, where it creates real-time and real-life experiences to help students learn how to collaborate, create, and critically think. In other words, get ready for the future.
But being future-centric hasn’t taken away from the Emirates’ need to retain and share its cultural legacy. One way the UAE does this is by introducing elements, such as Arabic and Islamic teachings, in the early grades.
“The UAE continues to set the pace in education by championing innovation, wellbeing, and the future skills agenda,” says Simon Crane, head master at Brighton College Dubai. “Across the sector, there is a clear focus on digital literacy, sustainability, and personalised learning, all of which mirror global developments such as the rise of AI, and the recognition that character and creativity are just as vital as academic achievement.”
The positive changes have been welcomed across the UAE. “As a parent living in the UAE, I truly feel grateful and privileged to be part of a country that places such strong emphasis on the wellbeing and academic future of our children,” says Suzanne Samaan, a Dubai-based mum to 10-year-old twins who study at an IB school. One of the trends she’s particularly fascinated with is the ‘later school start time’, which is being followed by Bloom World Academy in Barsha South. “This approach is incredibly beneficial — both for students and for parents who work standard office hours starting at 9am. Allowing children more time to rest and get sufficient sleep has a direct impact on their overall wellbeing and academic performance.”
“Another positive initiative I’ve come across is the introduction of ‘no screen days’ in some schools,” she adds. “Encouraging students to disconnect from technology and engage in hands-on activities helps develop their creativity, fine motor skills, and emotional well-being.”
As kids return to school, in the age of shifting key performance indicators, here’s a look at some trends whose time has come:
In July this year, the UAE instituted a unified academic calendar for students across the board, whether they study in public or private schools, in schools that offer British, American, or Indian curricula. Each school must complete 182 instructional days, but there is room to manoeuvre in conversation with the Ministry of Higher Education and Scientific Research and authorities such as the KHDA and Adek. “While this shift may mean recalibrating assessments and breaks, we embrace it as an opportunity. Our schools will lean into this, using the adjustment to refine pacing and deepen practice. Students will adapt quickly, we have no doubt,” says Nargish Khambatta, principal and CEO of GEMS Modern Academy and Vice President – GEMS Education.
Inclusion has been a big part of the UAE’s promise for years — and nowhere is it more realised than in schools. Khambatta explains: “The UAE Vision 2030 boldly asserts a quality education for all and we see this daily. At GEMS, inclusion has always been at the core of our educational philosophy. Co-creating individualised education plans with parents, supported by increase in specialist staff and constant upskilling and capacity building is a given. True inclusion is about the entire community embracing diversity. With training in universal design for learning, differentiated pedagogy, and robust pastoral support, our students of determination thrive — not on the margins, but at the very heart of our community.”
At a time when we thrive on globalisation and all that it entails, Barney Durrant, head master at Brighton College Abu Dhabi, is quick to point out that we need to not only prepare pupils for papers but also for life. “Our students need to understand different cultures, perspectives, and values. They need to be able to collaborate across borders and communicate across differences.
“The explicit teaching of values, respect and compassion is vital to developing empathetic learners with the soft skills necessary to succeed. [We] provide opportunities for our pupils to develop tolerance and appreciate how diverse our population is,” he adds.
As the world adopts AI in various situations — and the UAE works towards complete digital transformation — it’s only natural that educational institutions will employ new-age tech. Whether it’s to make personalised micro-lessons or to gamify classes, schools are using tech to deliver more nuanced education than ever before. Khambatta explains: “Our teachers use AI to analyse data, build unique learning experiences, and adapt lesson plans in real time. For students, AI-driven platforms personalise pathways, much like adaptive tutors.”
“While we conduct workshops on the use of AI in classrooms for teachers and encourage the use of tech, we must also keep an eye on the pitfalls,” warns Rashmi Nandkeolyar, principal and director of DPS Dubai. “The trick will be to ensure that students do not lean on it completely and continue instead to develop their critical and strategic thinking skills,” she adds.
For James Lynch, principal of Ambassador International Academy, it’s vital that students are not only users of tech but learn how to innovate, problem-solve, and be ethical while using it. “In our new state-of-the art robotics and sky labs, our students will develop computational thinking, problem-solving, coding, robotics, and design skills integrated across the curriculum,” he adds. He gives the examples of AI-powered prototypes recently designed by the students of Ambassador International Academy that help address sustainability challenges — from water conservation systems to smart recycling solutions.
“We also collaborate with local universities and industry partners to expose our learners to real-world applications of AI and emerging technologies. We focus on nurturing the crucial skills — of critical thinking, creativity, collaboration, and empathy — that will remain essential alongside technological advances,” he adds.
The Covid-19 pandemic brought mental health to the fore. And now, as the world collectively gasps at various global events and as information continues to be freely available online, on social media, and — in a diverse place like the UAE — via conversations, it becomes even more important to keep an eye out for second-hand trauma (the mental and emotional impact of seeing the suffering of others/hearing about specific hurtful incidents). Dr Diksha Laungani, educational psychologist at The Free Spirit Collective, Dubai, says the worst thing adults can do if they see a child exhibiting signs of second-hand trauma is “minimising it” or brushing it under the rug.
Instead, she calls for parents and educators to keep an eye on their children’s behaviours and moods for any recoil, and spark conversations that help them figure out their own agency. “As adults, we also experience the powerlessness of not being able to do anything so that very much is applicable to children as well. So, small but intentional actions can be very helpful. This could mean planting a small plant in a garden if this is about eco anxiety. If it’s about conflict, they could engage in some sort of actions that could make them feel like they’re making a difference. This is something that schools can also get involved with,” she adds.
In addition, she says, one must keep an eye on their own responses to events, as children tend to react to how their parents respond to things. The UAE’s educational authorities have also called for a greater focus on wellbeing for educators, parents, and students.
One of the major efforts being made in schools is to introduce children in their formative years to the language of the country: Arabic. For practical help, the KHDA Guide to the Policy on Arabic Language Provision in the Private Early Childhood Education Sector in Dubai document for children aged four to six was launched this year, which offers strategies to make learning more engaging through meaningful play, everyday interactions, and culturally rich experiences.
“We’ve introduced Arabic from the earliest years through play-based and inquiry-driven activities, so children develop a natural love of the language. At the same time, we are investing in the development of Emirati educators through training and mentoring, so they play a central role in shaping the next generation. This dual approach makes the government’s vision both practical and inspiring for our students,” adds Lynch.
When the pandemic struck, humans did what we do best — we adapted. And one way was by learning how to work, study, and play remotely. The UAE embraced this development, creating programmes like Rahhal, that allows flexible learning experiences for students. Today, tech rules the classroom and if a student needs personalised solutions such as study from home, it is easily accommodated.
“We blend face-to-face teaching with the latest digital platforms, allowing students to collaborate, research, and showcase their work in flexible and creative ways—whether they’re on campus or learning remotely. This ensures continuity, adaptability, lifelong learning skills that prepare them for the blended work and study environments of the future,” he adds.
© Khaleej Times
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