Edarabia had the opportunity to interview Mr. Ian, Director of Deira International School, Dubai, to explore how schools are adapting to the UAE’s changing educational landscape. In this insightful discussion, he shares how Deira International School integrates AI literacy, emphasizes ethical decision-making, and fosters adaptability in students to prepare them for the rapidly evolving world. He also discusses the importance of resilience, digital citizenship, and empowering Students of Determination, as well as how the school creates a supportive environment for students to thrive academically and personally.

1. With the UAE making AI a formal subject from Kindergarten to Grade 12 this year,

How has your school transitioned from “using AI tools” to “teaching AI” as a core competency?

The first step is to create an age-appropriate curriculum centred around understanding AI, how it works, where it can be used and the ethical use of the tools. Only once students have a conceptual understanding should they begin using the tools. It’s similar to building literacy in maths or science over time; the more you understand the concepts, the better you can use the knowledge.

2. 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?

In all honesty, our students were already very good at appropriately using phones as a result of a clear behaviour policy around them. Without them at break times, it’s great to see students talking to each other, running and playing football; this sort of interaction and physical activity supports their wellbeing. Sometimes phones are the go-to when there’s a spare minute, and when they’re not there, we find other ways of entertaining ourselves. It’s when we’re bored that we can be our most creative!

3. 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?

It’s a fine balance, separating AI literacy from AI use. You can’t just ban it, then suddenly expect students to learn everything from age 13. Our curriculum provides developmental access to AI in supported and monitored circumstances. We aim to teach concepts and understanding before a dependence on using AI tools sets in, so that students can use the tools with a critical eye and in a responsible way. Once the foundation of strong ethical judgement is in place, you can introduce the technical skills. AI is not all bad; we have to realise that it is now part of our daily lives, and we must teach it as a learning skill to ensure students are competitive.

4. 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?

We aim to make the subjects experiential, cross-curricular and values-driven so that they have meaning to all students from all backgrounds. It’s important to honour the Emirati heritage and Islamic culture through visits, local partnerships and cultural celebrations, identifying shared values such as respect, hospitality and community. Mastering the Arabic language will make any international student far more employable, and our students have a unique opportunity growing up here.

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

Critical Thinking & Problem Solving: We now have huge access to knowledge but humans are still required to evaluate, interpret and make judgments every day with other humans in mind. The ability to use the right knowledge to solve a problem, to analysis different opinions, assumptions and outcomes, to adapt to situations that change rapidly and make an informed decision will be an essential skill.

Digital Literacy: It’s not only using technology that’s important, but it’s also understanding it. We now have to evaluate everything we see for bias or accuracy, we have to consider the security of what we use and how to protect it, we have to consider the ethics of how we use technology. Therefore, being an intelligent user rather than a passive consumer will become increasingly important.

Character: Integrity, respect and understanding social impact will continue to keep us more human than technology. Having resilience to stick to a task, to bounce back from a failure. Employers are increasingly looking beyond academic ability for strong values alignment, communication and collaboration skills, and cultural understanding.

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

I think the days of one career may be over. Instead, students need to prepare for multiple pathways, perhaps at the same time. We focus on developing transferable skills and identifying strengths and interests, rather than being fixated on one career. Interdisciplinary projects, work-shadowing opportunities, and offering a broad range of activities support this.  It’s not about “choosing the right path”, it’s about “developing the right capabilities”. The world has changed so much in the last 10 years, and students now will live through multiple major changes in their lifetime, so they need to be adaptable. Their future is not a single destination; it will be an ongoing journey that will be shaped by adaptability and constant reskilling.

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

Breadth in opportunity allows students to experience a range of subjects, projects and learning styles to find out what they love and what they’re good at. By recognising individual strengths and development needs we can tailor learning experiences with teachers differentiating challenge appropriately. Mentoring and coaching through a strong pastoral system ensures individual students are known to support their own aspirations.

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

Resilience is developed through experience and a learning culture built on challenge and reflection, rather than being a subject in its own right. Schools need to create an environment where students face challenges, reflect on setbacks and learn how to adapt to situations. Students regularly engage in real-life projects where outcomes are uncertain, and their encourage to find their own solutions. Developing a growth mindset, seeing setbacks as an opportunity for growth rather than an end, is a teachable skill.

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

Strong relationships are the key to early identification. Tutors see students every day and get to know them best, recognising any change from their normal behaviours. Procedures to flag concerns quickly, however small, are in place to ensure the school can respond. The school Wellbeing Team includes Heads of Year and counsellors who are accessible and teach self-care techniques. Academic teams monitor and spread workload as well as encouraging peer support networks

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

Our approach is centred on enabling independence through personalized learning plans, inclusive classroom practices and strong specialist support. We support full participation in school life, from academics to enrichment, with the goal that every student leaves with confidence, skills and opportunities to thrive in the next stage of their lives.

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

We focus on three areas: awareness, skill and opportunities. Building an awareness of the permanence of posting online, long after deleting anything. To think about who will see it and have access, such as future employers and to understand local laws. Interestingly, we often ask if students would show their grandma – if not, don’t post it! Beyond this, it’s about developing skills in content creation, storytelling and digital etiquette. About developing a personal brand, showcasing your own work, thoughts or ideas. Senior students are taught how to develop a LinkedIn profile to support internship or job prospects, or how to create an Instagram and YouTube to be identified for potential scholarships. It’s about helping students realise their digital footprint is a public “This is your life” book and an extension of your CV.

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

These initiatives highlight parents as active partners in learning and character development. Parents and schools support each other through cultural, ethical and wellbeing activities, reinforcing learning, values and culture to support student development.

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

We provide targeted professional development through collaborative peer networks. Every teacher has something to offer and every teacher can learn from their peers, so it’s about identifying strengths and providing opportunities to learn from each other. All staff are involved in shaping how new innovations are implemented, with practical support and mentoring. We value their experience while equipping them with the tools and confidence to innovate.

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

Change is the new normal, face challenges with courage, learn to adapt and grasp opportunity. Knowledge is powerful but character and empathy are required to unlock it’s potential. Dream, Innovate, Succeed.