Edarabia had the opportunity to interview Richard Snape, Principal of Cheltenham Muscat, to explore how schools are preparing students for a rapidly changing world. In this discussion, he shares how the school introduces AI literacy responsibly, integrates ethical technology use, and fosters resilience and adaptability. He also highlights how the school nurtures Students of Determination, supports wellbeing, and ensures students graduate with critical thinking, empathy, and curiosity to thrive in the 2030s.

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 Cheltenham Muscat, we view AI not simply as a tool, but as a catalyst for curiosity and critical thinking. We believe in providing planned, age-appropriate exposure to allow students to explore how AI works, its limitations and the ethical implications associated with its use. We embed discussions around integrity, authorship, and bias. Students are encouraged to question; who created this? whose voice is missing? can I trust it?

It is essential that whilst shifting their use from end users to creators, using AI to solve problems, students maintain a grounding in responsible, reflective use.

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 adopted a clear, age-appropriate mobile phone policy that prioritises focus, wellbeing, and meaningful connection. Mobile phones are very deliberately not part of the school day.

The impact has been profound: improved concentration, stronger peer relationships, and a renewed sense of community. Students are more present in their learning and with one another, reinforcing our belief that education is deeply relational and that whilst technology brings significant benefits to learning, interpersonal relationships continue to be the heart of school life.

3.⁠ ⁠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?

Arabic and Islamic Studies are a core element of the curriculum for the majority of our students and are highly valued by our community as a whole. As such it is essential that they are not treated in isolation but rather take their place as part of the broad, rich and varied curriculum that we offer to all of our students.

We ensure these subjects resonate by connecting them to universal themes: identity, belonging, ethics and cultural understanding. Through storytelling, inquiry and cross-curricular links, students develop a genuine respect for the heritage of Oman, regardless of whether they are guests in the country or members of its own youngest generation..

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

Our core values of character, curiosity, creativity and community embody the qualities we expect every student to develop during their time at Cheltenham Muscat and permeate all aspect of everyday school life. These values are reflected in the skills I look for when employing our teaching team where candidates who can demonstrate high level critical thinking, emotional intelligence and problem-solving skills are prioritised. These skills transcend technological advances, changing approaches to teaching and other trends in the workplace and will remain essential for our students as they move into higher education and beyond.

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

Traditional careers conversations in years gone by have often seen students asked, “What do you want to be?”. By instead viewing guidance through the question “What problems do you want to solve?” we can focus students on embracing interesting challenges and pursuing the passions that we help them uncover through an innovative curriculum and world-class extra-curricular programme. By doing this, the focus remains on skills development, building character and pursuing learning for the sake of learning, opening the widest possible range of opportunities and future pathways to success.

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?

Every student at Cheltenham Muscat is well-known, respected and challenged. This is achieved through personalised learning pathways that understand individual needs, diverse co-curricular opportunities that promote breadth of learning and strong, nurturing pastoral systems that ensure every individual feels valued. Whether academic, artistic or athletic, each student is encouraged to pursue excellence in their own way. This is where community and creativity intersect, celebrating individuality within a shared purpose.

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

Resilience is not taught in theory, it is lived daily. We create environments where challenge is expected, mistakes are normalised, and reflection is routine. Students are encouraged to step outside their comfort zones, supported by teachers who model perseverance and optimism. Our exceptional Early Years provision embodies this approach, with learners given the opportunity to follow their own curiosities and lead learning, testing out boundaries of understanding and embracing challenges as they appear. By reframing setbacks as learning opportunities, we develop students with the character to embrace disappointment when it occurs and respond in a positive, progress driven manner a concept we call ‘falling forwards’. As a result, students routinely develop the confidence to thrive in an ever-changing world.

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

We strongly believe that wellbeing underpins excellence, both for our students and our staff. We have an excellent team of educators and support staff who dedicate the time needed to build genuine, meaningful relationships with the children in their care. It is essential that all students have a range of adults at school who they can relate to, speak openly with and who will actively notice any changes in their wellbeing. This is built by creating an atmosphere amongst teachers of genuine care and compassion, where desire to help students thrive as individuals is the core mission of every adult in the building.

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

Inclusion at Cheltenham Muscat goes beyond access, our focus it is on achievement and belonging. Support for students with varying needs must begin in the classroom, with a key focus on understanding individual students, their strengths, development needs and personalities so that teaching can be proactively adaptive and ensure that the classroom environment is as inclusive as possible to all students. We foster a culture where diversity is celebrated and differences are seen as strengths, with students who may find social challenges in other schools openly embraced and their personal successes celebrated by peers who themselves gain hugely from the experience of learning every day in a genuinely inclusive environment. We add to this an excellent team of specialist support staff, offering expertise across a wide range of additional needs in order to provide the additional guidance and support our students and their teachers need to ensure that every child thrives.

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

Students are explicitly taught how to build a digital identity that reflects their values, achievements, and aspirations through our life skills programme. Through guided discussions and real-world examples, they learn that their online presence is part of their character and will form a part of the impression they make on the world in a way that has never been seen by older generations. We want students to leave us not only digitally safe, but digitally confident.

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 accelerated rate of change we have seen in technology and its impact on communication and relationships over recent years dictates that the parent-school partnership is more crucial than ever before. Building meaningful partnerships which support parents in understanding the challenges faced by their children in a modern setting, so different are they to those we experienced as children ourselves, is paramount in our thinking. The range of workshops and guidance sessions we offer to parents has grown significantly as we better understand their needs, particularly in the Omani setting where the rate of change in education is greater than in many countries around the world. It is equally important that we are active listeners and gather as much information as possible from parents about their children’s experiences to inform our own decision making. We aim to ensure that every parent has points of contact within school who they can look to for advice and who understand their needs in much the same way we guide our students.

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

High quality, experienced teachers are a hugely valuable commodity and we aim to ensure that our team feel valued, heard and are able to drive change within school in a way they are comfortable with. By providing these professionals with the autonomy to lead change, as we have done this year with our redeveloped pedagogical framework, we benefit from both their vast collective knowledge and their buy in to the initiatives chosen. By pairing this with a commitment to exceptional professional development, both internally provided and by bringing in world leading expertise, we are able to maintain a team who are pushing forward without being overwhelmed by a perceived need to test out or implement every new idea that appears on an ever more crowded educational horizon.

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

Whilst trends and technology will always change, possessing the core personal values of strong character, curiosity, creativity and community values will allow you to succeed in whatever challenge you choose to face in the future.