Edarabia had the opportunity to interview Helen Booth-Smith, Principal of Downe House Muscat, to explore how schools are preparing students for the future through AI literacy, ethical decision-making, resilience, and personalised learning. In this insightful discussion, she shares how Downe House Muscat integrates AI responsibly, nurtures adaptability, supports Students of Determination, and fosters strong digital citizenship, while creating a supportive environment where every student can thrive academically, socially, and personally.

1. As AI becomes increasingly important in education globally, how is your school introducing students to AI literacy and responsible use of these technologies?

At Downe House Muscat, we are introducing AI in a measured, research-informed way. We want students to understand it as a tool to support learning, not replace thinking, and to use it with care, curiosity and integrity.

2. With growing concerns about screen time and smartphone distractions in schools, what policies does your school have in place around mobile phone use, and how have they influenced student behaviour and engagement?

We have taken a clear stance on phones and devices. In the senior school, device use is tightly structured for learning, while in primary we introduced school-based devices in response to safeguarding concerns, leading to better focus and more purposeful engagement.

3. How does the school balance responsible AI use for younger students with the need to ensure older students develop the skills and ethical awareness needed to use these tools effectively?

For younger students, the focus is safety, supervision and strong habits. For older students, we explicitly teach bias, verification, ethics, academic honesty and when independent human judgment matters most.

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

These subjects are central, not add-ons. We teach them with seriousness and pride, while helping students connect Omani culture, heritage and values to a broader global understanding.

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

Communication, resilience and discernment. Students must be able to express themselves clearly, adapt confidently and make wise decisions in a world full of change and noise.

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

We focus on pathways rather than narrow destinations. Our aim is to develop students who can learn, unlearn and relearn with confidence throughout their lives.

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?

Through adaptive teaching, strong pastoral knowledge and high challenge with high support. We work hard to know each student well and help her thrive from her own starting point.

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

Resilience is taught in the daily life of the school: through challenge, reflection, feedback and recovery from setbacks. It is built through practice, not slogans.

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

Our tutors, pastoral leaders, safeguarding team, school counsellor and school nurse all play a role. We want to notice concerns early, before they become something more serious.

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

Our ambition is not simply inclusion, but excellence. That means targeted support, adaptive teaching and high expectations sitting side by side.

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

We teach students that their digital footprint is part of their reputation. They need to think carefully about what they post, how they communicate and what their online presence says about their character.

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?

Parents are no longer just recipients of information; they are active partners. The strongest outcomes come when school and home work closely together around values, wellbeing and routines.

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

We keep the focus on clear priorities, practical professional development and developmental feedback. We want teachers to feel supported, trusted and empowered to keep growing in their craft.

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

Prepare young people not simply to keep up with the future, but to shape it with purpose, confidence and integrity.