Edarabia had the opportunity to interview Ms. Shagufa Kidwai, Principal of Pristine Private School, to discuss how her school is adapting to the UAE’s AI curriculum and preparing students for the future. In this conversation, she shares insights on how AI literacy, digital citizenship, and ethical decision-making are embedded into learning at all levels. Ms. Kidwai also highlights the importance of resilience, adaptability, and character development in ensuring that students are ready for the rapidly changing world of the 2030s. She also talks about the growing role of parents in the learning process and how the school nurtures inclusivity for all students.

1. In light of the 2025 nationwide smartphone ban, how has your school culture shifted? Have you seen a tangible impact on student social interaction and focus?

Being a digitally certified school, we have always strived in educating students to become responsible users of digital devices and tools. Clear guidelines regarding its usage is already embedded in the school culture through various policies and practices.

Students are required to submit their mobile phones to the phase office at the start of the day and collect them at home time. Since the introduction of this practice, students have been noticeably more engaged during lessons, contributing to a focused learning environment and demonstrating active participation in classroom discussions. Additionally, there has been a clear improvement in face-to-face social interactions during break times and excursions, with students showing a greater inclination to converse, participate in group activities, and build healthier peer relationships.

2. How does the school balance the new AI guidelines (such as the ban on GenAI for students under 13) with the need to keep older students competitive and ethically aware? (Covers Question 1. Also)

We are a Microsoft Showcase School and have recently been awarded the Microsoft Elevate Pathfinder badge, indicating significant integration of AI in our teaching practices. AI in our school is used as a transformative tool to enhance students’ learning and to support activities such as research and problem-solving, preparing students for a technologically advanced future.

The school’s AI policy and guidelines are well established and help ensure that AI technologies are used in an ethical, age-appropriate, and responsible manner.

Children in the Primary phase follow the UK National Curriculum, which equips them to understand computer science, use information technology effectively, and develop digital literacy. The curriculum focuses on coding, digital citizenship, and creativity without the direct use of generative AI.

Secondary students are gradually introduced to AI tools under teacher supervision to support research and brainstorming. They explore prompt writing and the critical evaluation of AI responses through various certified Microsoft tools such as Search Progress, Reading Progress, Learning Accelerators, Reflect, and Immersive Reader.

Strengthening AI literacy enables a deeper understanding of how AI works, its limitations, its ethical use, and the critical evaluation of its outputs. The school’s AI guidelines also set clear expectations around academic integrity, verification of information, and responsible data use.

3. How is your school integrating the mandatory national subjects (Arabic, Islamic Studies, and National Identity) to ensure they resonate with a diverse, international student body?

The school strictly follows the KHDA guidelines for all national mandatory subjects in terms of time allocation and consistently creates meaningful learning experiences through both standalone and integrated approaches.

Curriculum maps are reviewed each term to ensure that the increased learning time allocated to Islamic Education for non-Arab students, Arabic as a first language, and the inclusion of standalone lessons for Social Studies/MSC are used effectively. The differentiated curriculum responds to the needs of a diverse international student body, ensuring that cultural literacy is strengthened through focused assemblies, projects, and the celebration of local traditions and significant national events. Collaborative group work further supports student engagement and deeper understanding.

The effective use of cross-curricular and experiential learning approaches links national subjects with humanities, the arts, and project-based learning. This promotes cultural understanding, a sense of belonging, and respect for the UAE’s identity within an international educational environment. Activities such as National Day celebrations, humanities projects, museum visits, and guest speakers provide students with meaningful real-world cultural exposure.

4. Beyond academic transcripts, what are the three “non-negotiable” skills you believe a student must graduate with to thrive in the 2030s?

• Active listening and Strong communication
• Adaptability
• Critical Thinking & Problem Solving

In an increasingly diverse and dynamic world, students must develop skills that extend beyond academic knowledge. Active listening, critical thinking, clear communication, and effective collaboration are essential for navigating complex challenges and opportunities. Adaptability, attention to detail, and the ability to sustain strong focus further support success by enabling thoughtful engagement and high-quality outcomes. Equally important are interpersonal skills such as empathy, conflict resolution, and problem-solving, which strengthen relationships and foster effective collaboration across diverse perspectives.

5. With the job market evolving so rapidly, how do you steer students toward adaptability rather than just specific career paths?

In today’s ever-changing world with situations highly dynamic and continuously evolving, students must be equipped with strong adaptability skills, so that they can respond positively to change, embrace new ideas, and navigate uncertainty without being stressed.

Often, transitions occur and career paths change, where this skill becomes particularly useful. As a school we promote the development of these skills through learning experiences, reflective exercises, and supportive environments. Age appropriate Project Based Learning facilitates students to research, collaborate, review ideas , and solve unexpected problems. Students are involved in planning and execution of MUNs, TEDx, Research Projects, Drama Productions, Innovation Fairs (Ideation).  These experiences naturally build adaptability because students must adjust strategies, manage obstacles, and think creatively as they work toward solutions.

Students are encouraged to develop a reflective mindset, take calculated risks, and navigate through challenges. Wellness lessons and Career Studies provide students with an open platform to be empowered with adaptability.  Teachers emphasise on abilities such as grit, perseverance, and effective problem solving, which gradually strengthen and students become comfortable to try new approaches and adjust when things do not go as planned or in unfamiliar situations.

6. How does your school move beyond the “one-size-fits-all” model to ensure that a student’s unique strengths are recognized and nurtured?

With a personalised and student-centered approach that recognises each learner’s unique strengths, interests, and learning styles, we nurture every student to be happy, aspirational, and future-ready. Teachers are skilled in recognising each child’s strengths through observation and the analysis of various formative and summative assessment data. They further personalise provisions to cultivate essential skills for lifelong success through active learning, creativity, and reflective thinking.

We follow a dynamic curriculum, Pristine Pathways, designed for depth, challenge, and enjoyment. Students are empowered to become independent learners, build self-esteem, and cultivate a growth mindset for lifelong success.

7. How do you practically teach resilience so that students view rapid global changes as opportunities rather than threats?

The school follows a set of core values, perseverance, respect, humility, integrity, compassion, creativity, and sustainability—which play a vital role in creating  resilient students.       Resilience is practically instilled by embedding it into the everyday reflective learning culture, along with providing a range of rich experiences so that learners develop the confidence to adapt to change.

We promote a culture of a safe environment in which exploration and making mistakes are seen as part of the learning process. We strongly believe that when students are encouraged to take risks, reflect on setbacks, and celebrate perseverance, they begin to view challenges as opportunities for growth rather than failure.

Moreover, teaching emotional regulation and wellbeing strategies, such as mindfulness, equips students with tools to navigate stressful and uncertain situations.

The school also has an active student council. Students have opportunities to innovate, collaborate, address challenges, take initiatives, plan and conduct events. In the process, they develop the skills to solve problems that arise. This not only supports their confidence but also equips them with the skills to navigate rapid global change.

8. With rising academic pressures, what “boots-on-the-ground” support systems are in place to catch signs of burnout before they become crises?

While our students transition through the various key stages, from the Foundation Stage to Sixth Form, they are provided with cognitively challenging learning opportunities along with the necessary support. This process enables them to systematically strengthen academically and develop coping mechanisms to deal with any form of academic stress experienced.

Teacher support, counselling sessions, and peer learning groups further help students cope with academic demands. Teachers are equipped with strong observational skills to detect any signs of distress among students. Our active Pastoral and Academic / Career Counselling Department offers immediate support whenever needed. The school maintains a strong home–school partnership, and parents are involved whenever deemed necessary.

All these strategies lead to positive outcomes in terms of student achievement in both examinations and extracurricular activities.

9. How is the school evolving its support for “Students of Determination” to ensure they are not just included, but are actively excelling?

The school continues to strengthen its support for Students of Determination by ensuring that inclusion goes beyond access to learning and focuses on enabling students to excel in their individual areas of strength. Students of Determination are encouraged to participate in a range of competitions, enrichment activities, and school events that help them showcase and further develop their strengths and abilities. In addition, students are given opportunities to build practical skills through ASDAN programme, which is tailored and adapted to meet their individual needs and skill development. BTEC courses are also offered at the IGCSE and Sixth Form.

10. Beyond preventing cyberbullying, how are you teaching students to curate a “digital footprint” they can be proud of as they enter adulthood?

We are a digital citizenship certified school. With strict policies in place, early on our students are guided towards creating responsible digital footprints.  Parent awareness sessions are carried out at regular intervals to guide them in supporting and monitoring their child’s online activity.

The school maintains a zero-tolerance policy for misuse of technology.  Any actions or behaviour that violate the school policy, including but not limited to cyber bullying, inappropriate content sharing, or actions deemed culturally insensitive, are met with swift and decisive action.

Through awareness talks, assemblies and celebration of Safer Internet Day we promote the safe, responsible, and positive use of digital technology.

Students are guided towards digital identity awareness, responsible content creation, sharing of achievements on social media handles

Older students at IGCSE and Sixth form are supported to create their online portfolios to assist in their university admissions and career growth.

11. In an era of hybrid initiatives like “Ramadan with the Family,” how has the role of the parent changed in your school’s ecosystem?

The school fosters a strong home–school partnership and maintains an active Parent Council that supports school events, initiatives, and community development. During Ramadan, the Parent Council collaborates to run charity drives through our association with Food ATM and contributes to the Educate and Elevate programme, which supports learning and provides nutritious meals to students in underprivileged communities. In addition, the school strengthens partnerships by organising key initiatives such as the Community Carnival, Expert Talks, and Ancillary Staff appreciation, further enhancing the home–school connection and enriching the overall student experience.

12. How do you ensure your veteran teachers feel empowered—rather than overwhelmed—by the constant influx of new educational technologies and mandates?

Veteran teachers are an asset to any institution. Having witnessed the evolution in pedagogy their insight and expertise is invaluable for the growth of the institution. We have positioned them as mentors and instructional leaders, their voice matters immensely and they are involved in decision making.

With access to differentiated professional development and association with peer group support systems they receive and offer personalised support. They are successfully paired with tech savvy younger teachers in line with the culture of mutual learning.  Events like Teach Meet and active Professional Learning Communities (PLCs) focus on technology and effective AI integration for teaching.

With time being provided within the schedule to learn new systems all academic staff are guided to choose Microsoft digital courses that match their comfort level. School ensures that Senior teachers have access to IT or instructional technology coaches and quick troubleshooting support.

13. If you could leave one inspiring message or lesson for your school community and the wider world, what would it be?

Let us be a community that creates compassionate global citizens, who  embrace adaptability, see change not as a challenge but as an opportunity to learn and innovate. Let us be forward thinkers, imagining better possibilities and preparing ourselves to shape the future with confidence and creativity.