Edarabia had the opportunity to interview Mr. Zubair Ahmad, Managing Director of Springdales School Dubai, to discuss the school’s vision for the coming years, academic priorities, and its approach to student engagement and wellbeing. Mr. Ahmad shared insights into Springdales’ commitment to academic excellence, innovation in learning, and creating an inclusive environment where every student can thrive.

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 announcement by the UAE Ministry of Education to introduce AI as a formal subject from KG to Grade 12 marks a significant moment in global education. While many schools have experimented with AI tools over the past few years, the real challenge now is shifting from passive use of technology to genuine AI literacy.

At Springdales School Dubai, our transition has focused on three strands: understanding AI systems, applying AI responsibly, and questioning AI critically. For younger learners, we introduce foundational concepts through computational thinking, coding activities, and pattern recognition, which research shows are essential precursors to AI literacy. In the middle and senior years, students explore data sets, algorithmic thinking, and machine learning concepts, often within interdisciplinary projects that connect AI with sustainability, healthcare, and urban planning.

What is particularly important is the ethical dimension. According to recent global education surveys, more than 70% of educators believe students must understand the ethical implications of AI before using it extensively. We therefore embed discussions on algorithmic bias, misinformation, and data privacy across subjects. The goal is that our students graduate not simply as users of intelligent technologies but as informed digital citizens capable of shaping how these technologies are used in society.

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?

The nationwide smartphone restrictions introduced across many UAE schools in 2025 have had a noticeable impact on school culture. Like many institutions, we approached the transition thoughtfully, ensuring that the focus remained on student wellbeing and learning rather than simply enforcement.

The most visible change has been in student interaction. Teachers and supervisors report that during breaks and collaborative activities, students are engaging far more actively with one another—whether through sports, conversations, or group games. Studies internationally have suggested that removing smartphones from school environments can improve concentration by as much as 20–25% during learning sessions, and our own classroom observations suggest a similar trend in student engagement.

Perhaps most importantly, the change has helped restore a healthy balance between digital and human interaction. Technology remains an important learning tool, but students are now more conscious of when and how it should be used.

3. How does the school balance the new AI guidelines, such as the ban on generative AI for students under 13, with the need to keep older students competitive and ethically aware?

Balancing innovation with responsible use is essential. The new guidelines regarding generative AI use for younger students reinforce an important principle: technology should be introduced in stages that match cognitive development.

For students below the age of 13, we focus on digital literacy, research skills, and critical evaluation of information. These are the foundations that ensure students can use advanced technologies responsibly later on.

For older students, particularly those in Grades 9 to 12, we incorporate guided use of generative AI tools within structured academic tasks such as research projects, coding challenges, and innovation competitions. Students are trained to cross-check information, cite sources accurately, and recognise the limitations of AI-generated content.

In an era where AI will increasingly influence the workplace, it is essential that students learn to work alongside intelligent systems rather than rely on them blindly. Our aim is to ensure they graduate with both technical awareness and strong ethical judgement.

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

Springdales School Dubai reflects the diversity of the UAE itself, with students from many cultural and linguistic backgrounds. Integrating national subjects, therefore, requires a thoughtful approach that goes beyond curriculum requirements.

We aim to present these subjects as living cultural experiences rather than isolated academic topics. Through heritage projects, cultural immersion programmes, and national celebrations, students explore the history and values of the UAE in ways that feel meaningful and relevant.

For example, activities connected with the UAE National Day, heritage workshops, and visits to cultural institutions allow students to see how the country has transformed over the past five decades. When students understand the story of the UAE—from desert communities to a global innovation hub—they develop both respect for local traditions and appreciation for the country’s vision for the future.

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

The world our students will enter is likely to change faster than any previous generation has experienced. According to the World Economic Forum, nearly 40% of core skills required in the workforce are expected to change within the next decade.

For that reason, three capabilities stand out as essential.

The first is adaptability, the ability to learn continuously and respond to change.

The second is critical thinking, enabling students to analyse complex information and make informed decisions.

The third is collaboration combined with empathy, because solving global challenges requires collective effort across cultures and disciplines.

While academic achievement provides a foundation, these human capabilities ultimately determine how successfully young people navigate the future.

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

Traditional career pathways are becoming less predictable. Many of the roles students will enter in ten or fifteen years do not yet exist today.

At Springdales, our focus is therefore on exposing students to a wide range of disciplines, industries, and problem-solving experiences. Through internships, guest lectures, STEM projects, and entrepreneurship initiatives, students gain insight into how different sectors operate.

We encourage students to view their education as a platform for lifelong learning rather than preparation for a single profession. When students develop curiosity, resilience, and a willingness to explore new ideas, they become far more adaptable in a rapidly changing world. These skills align strongly with the Dubai E33 vision for future education.

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

Education should recognise that every student learns differently and possesses unique strengths. At Springdales, we use a combination of diagnostic assessments, teacher mentoring, and learning analytics to understand how each student progresses.

Students also have access to a wide range of enrichment opportunities—from STEM innovation programmes and sports academies to performing arts, leadership initiatives, and community service projects.

This approach allows students to discover interests that may not always emerge through traditional academic pathways. The aim is to help every learner develop a strong sense of identity, purpose, and confidence in their abilities.

8. How do you practically teach resilience so that students view global change as an opportunity rather than a threat?

Resilience is developed through experience rather than instruction alone. Students need opportunities to face challenges, reflect on setbacks, and try again.

At Springdales, resilience is fostered through project-based learning, leadership programmes, outdoor education activities, school performances and service initiatives that expose students to real-world problems.

Research consistently shows that students who engage in collaborative problem-solving and community projects develop stronger confidence and perseverance. When young people see that they can contribute meaningfully to society, they begin to approach change with optimism rather than fear.

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

Student well-being has become one of the defining priorities of modern education. Recent studies across international school systems suggest that up to one in three adolescents reports significant academic stress.

Our approach focuses on early identification and proactive support. Teachers, mentors, and counsellors maintain close contact with students through regular well-being check-ins, surveys, and pastoral meetings.

Workshops on stress management, study skills, and emotional resilience are integrated throughout the year, and parents are actively involved in supporting students’ well-being. The aim is to create an environment where students feel comfortable seeking support long before challenges become overwhelming.

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

Inclusion is not simply about access to education—it is about enabling every student to achieve success. At Springdales, our inclusion framework focuses on personalised learning plans, specialised interventions, and collaborative support between teachers, counsellors, and families.

We also emphasise strength-based education, ensuring that Students of Determination are recognised for their talents and contributions to the school community. Many students participate actively in sports, arts, and leadership programmes, demonstrating that inclusive education enriches the entire learning environment.

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

In today’s world, a young person’s digital identity often begins long before adulthood. Universities and employers increasingly review applicants’ online presence as part of their evaluation process.

Our digital citizenship programmes therefore emphasise responsible online behaviour, privacy awareness, and professional communication. Students learn how to use digital platforms to showcase their achievements, collaborate ethically, and contribute positively to online communities.

The message we share with students is simple: your digital footprint should reflect the same values of integrity, respect, and curiosity that define you offline.

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

Education today is increasingly collaborative. Parents are no longer simply observers of their children’s education but active partners in the learning process.

At Springdales, initiatives such as community cultural events, parent workshops, and collaborative learning activities strengthen the relationship between school and home. Programmes like “Ramadan with the Family” create meaningful opportunities for shared reflection, cultural learning, and community engagement.

When parents, teachers, and students work together, the result is a strong support system that nurtures both academic achievement and personal growth.

13. How do you ensure your veteran teachers feel empowered rather than overwhelmed by new technologies and mandates?

Educational change can only succeed when teachers feel supported and valued. At Springdales, we invest heavily in continuous professional development, peer mentoring, and collaborative learning communities.

Teachers are encouraged to experiment with new teaching approaches in a supportive environment, sharing successful strategies with colleagues. Importantly, we emphasise that technology should enhance great teaching rather than replace it.

When educators feel confident and inspired, innovation becomes a natural part of the school culture.

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

Education has always been about preparing young people for the future. What makes today’s moment unique is the speed at which that future is evolving.

Our responsibility as educators is therefore not only to provide knowledge but also to nurture curiosity, compassion, and courage. If students leave school believing they can contribute positively to society—and that their ideas can help solve global challenges—then we have truly fulfilled our purpose.

The future will belong to those who are not only intelligent but thoughtful, ethical, and willing to learn throughout their lives.