Edtech

Practical AI in Education: Supporting Teachers, Strengthening Learning

Thu, 14 May 2026 10:40:50 +0000

Whenever a new technology enters education, it is often met with a familiar mix of excitement and concern. This happened with calculators, personal computers, the internet, and smart applications. In each case, educators worried that technology might weaken students’ thinking, reduce effort, or lower the quality of learning. Over time, however, one lesson became clear: the impact of any technology depends not on the tool itself, but on how it is used.

Artificial intelligence is no different.

Today, educators are asking important questions. Will students rely on it too much? Can it be trusted? What about hallucinations, academic integrity, and data privacy? These concerns are valid and should not be ignored. But they should lead us toward thoughtful adoption, not rejection. The mission of education has not changed. We still aim to develop understanding, skills, values, and human potential. What is changing is the way we design learning, support students, and respond to the growing demands on teachers.

AI should be viewed as a professional support tool. It is not here to replace the teacher’s humanity, judgment, or emotional intelligence. It is here to reduce routine workload, expand possibilities, and help teachers focus more deeply on what matters most: learning.

One of the greatest practical advantages of AI in education is time. Teachers spend significant time preparing lessons, creating activities, drafting documents, building assessments, and responding to administrative demands. AI can help generate first drafts, suggest different ways to explain a concept, simplify texts, create question variations, and propose interactive learning activities in a fraction of the time.

This is not about cutting corners. It is about reclaiming human energy and redirecting it toward the parts of teaching that matter most: mentoring students, facilitating discussion, responding to misconceptions, and building meaningful connections.

I experienced this personally during a sudden shift from in-person to online teaching caused by heavy rain. With very little time to prepare, I needed to redesign my lesson for a virtual environment almost immediately. Using AI tools, I was able to generate suitable content, adapt the lesson for online delivery, and prepare interactive activities within minutes. The class, delivered through Microsoft Teams, became one of the most engaging sessions I had taught. What could have been a rushed and limited lesson turned into a well-structured and highly interactive learning experience. That moment showed me that AI is most powerful not when it replaces the teacher, but when it helps the teacher remain responsive, flexible, and effective under pressure.

Beyond saving time, AI can also support one of the most important goals in education: personalisation. Students do not all learn at the same pace, in the same way, or with the same confidence. Yet teachers are often expected to deliver one version of content to a diverse classroom. AI can help address this challenge by supporting differentiated instruction. It can adjust reading levels, generate examples at different levels of complexity, propose alternative explanations, and create practice tasks that match different student needs. In this way, AI becomes a force multiplier for the teacher, enabling more responsive learning experiences.

A particularly promising development is the rise of guided AI tutors built on trusted course materials. Unlike generic AI chatbots, these tools can be grounded in approved references such as teacher handouts, course notes, and selected learning resources. This reduces hallucinations and improves reliability. More importantly, such tools can be designed not to give direct answers, but to guide students step by step, encourage reasoning, and support independent problem-solving.

In one course-based implementation, an AI tutor built on trusted reference materials supported students throughout the semester. It helped clarify concepts, answered practical questions about assessments, and guided students through their thinking instead of simply providing answers. Because the teacher could review student interactions, the tool also became a source of immediate insight into misconceptions and an opportunity for targeted support. This highlights an essential point: effective educational use of AI does not mean giving students shortcuts. It means designing the tool in a way that protects learning, encourages thinking, and keeps the teacher involved.

At the same time, we must be honest about the limits. Teachers rightly worry about inaccurate content, academic misuse, data privacy, and the weakening of human interaction. These are not side issues; they are central to responsible implementation. That is why AI outputs should be treated as drafts, not final products. Every generated response still requires review, verification, and alignment.

By Abdullah Alfuraiji

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Inspiring Minds in the AI Era

Thu, 14 May 2026 09:02:24 +0000

In recent years, artificial intelligence has become an increasingly influential part of educational systems around the world. As schools explore new ways to integrate technology into teaching and learning, the presence of AI in classrooms has grown steadily. This shift has encouraged educators, parents, and policymakers to reconsider how learning happens and how children can be best supported in a world where digital tools are becoming more prominent. While AI offers new opportunities for innovation, its impact is most meaningful when connected to a clear understanding of how children learn, think, and develop.

The early years of education remain one of the most critical stages for cognitive, emotional, and social growth. During this period, children’s brains form essential neural connections that support problem solving, communication, creativity, and curiosity. Introducing AI related experiences during these years is not about teaching children complex technologies, but about helping them explore ideas, observe patterns, and engage with tools that encourage active learning. When used thoughtfully, AI can become a supportive element that enriches children’s natural learning processes rather than replacing them.

Research in early childhood education highlights the importance of hands on exploration, sensory experiences, and meaningful interaction. These principles remain central even in the AI era. Before children can understand how AI works, they must first develop foundational skills such as observing, questioning, predicting, and making connections. Activities that involve simple robotics, pattern recognition, or interactive digital tools can support these skills by allowing children to experiment, test ideas, and see immediate results. Such experiences help children understand cause and effect, sequence, and problem solving — all of which are essential for later learning.

In early years classrooms, AI related learning often begins through guided exploration. When teachers introduce tools such as simple robots or age appropriate coding activities, children learn through observation, imitation, and experimentation. For example, a small programmable robot can encourage children to think about direction, sequence, and spatial awareness. As they give the robot instructions and watch how it responds, they begin to understand how commands lead to actions. These experiences strengthen cognitive development and support early computational thinking in a playful and engaging way.

One of the key benefits of integrating AI related activities in the early years is the development of language and communication skills. When children work together to solve a problem or complete a task, they naturally engage in conversation, negotiation, and explanation. A simple activity involving a robot or digital tool can prompt children to use vocabulary related to movement, direction, prediction, and reasoning.

Teachers can further support language development by asking open ended questions such as:

"What do you think will happen if we change this instruction?” or
“Why do you think the robot stopped here?”

These questions encourage children to express their ideas, reflect on their thinking, and build confidence in communication.

Another important aspect of AI related learning is the development of persistence and resilience. When children experiment with digital tools, they often encounter mistakes or unexpected outcomes. These moments provide valuable opportunities for learning. By encouraging children to try again, adjust their approach, and explore alternative solutions, teachers help them develop problem solving skills and a positive attitude toward challenges. This mindset is essential not only for understanding technology but for lifelong learning.

AI related activities also support creativity and imagination. When children use digital tools to design, build, or explore, they extend their thinking beyond the physical classroom. For example, after exploring a simple AI tool that recognises shapes or colours, children might create drawings, build models, or engage in role play based on what they observed. These creative extensions allow children to connect technology with real world experiences, deepening their understanding and encouraging imaginative thinking.

In diverse and multicultural environments such as the United Arab Emirates, AI can also serve as a bridge for exploring different cultures, languages, and perspectives. Digital tools can introduce children to global stories, images, and ideas, helping them develop awareness and appreciation for diversity. When children see technology used in ways that reflect different cultures and experiences, they begin to understand that AI is not just a machine but a tool shaped by human creativity and values.

The role of the teacher remains central in the AI era. While technology can support learning, it cannot replace the human connection, guidance, and understanding that educators provide. Teachers help children make sense of their experiences, ask meaningful questions, and build confidence. They ensure that AI is used in developmentally appropriate ways and that learning remains rooted in exploration, interaction, and play.

As AI continues to evolve, inspiring young minds requires a balanced approach that values both technological innovation and human development. By creating learning environments that integrate AI thoughtfully, encourage curiosity, and support active engagement, educators can help children develop the skills they need for the future. When children are given opportunities to explore, question, and imagine, they begin to see technology not as something that controls them, but as a tool they can understand, shape, and use creatively.

In this way, the AI era becomes not just a technological shift, but an opportunity to inspire confident learners, critical thinkers, and imaginative problem solvers — children who are prepared not only to use technology, but to contribute meaningfully to the world around them.

By Rahma Abudhais

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GESS Talks Webinar 47: Classroom Innovation Labs: How to Pilot, Test & Evaluate New EdTech Before Full Adoption

Wed, 15 Apr 2026 13:55:14 +0000

Taking place on Friday 15th May, 12:30 BST/UK, 15:30 GST/UAE.

Educational technology promises transformation—but too often schools invest in tools that fail to deliver meaningful impact or sit unused after initial enthusiasm fades. This session explores how to move from impulse adoption to evidence-based implementation through structured innovation labs. Discover how to design effective pilot programs, establish clear evaluation criteria, gather meaningful data on learning outcomes, and make informed decisions about full-scale adoption. Learn practical frameworks for testing EdTech in real classroom contexts, engaging educators as partners in innovation, managing change effectively, and ensuring technology investments actually improve teaching and learning rather than creating costly distractions.

REGISTER NOW

Speakers:

Chairperson:

Chassie Selouane
Principal, MLS International Riyadh

Chassie Virginia Deitz-Selouane is a senior international education leader with over 20 years of experience leading K–12 schools, multi-school networks, and education organizations across the Middle East, Europe, and North America. Her work focuses on education systems transformation, accreditation readiness, curriculum design, and leadership development.

Chassie has served as Principal, Executive Director, Chief Academic Officer, and National Executive Director of Curriculum & Instruction, overseeing school improvement, regulatory compliance, and instructional quality across diverse cultural and regulatory environments. She has led portfolios of up to 20 schools, guided successful accreditation and charter authorization processes, and supported institutions through growth, inspection, and transformation phases.

Recognized for her ability to bridge strategy and practice, Chassie partners with boards, ministries, NGOs, and education organizations to design scalable, student-centered education models. Her leadership is grounded in data-informed decision-making, inclusive education, and capacity-building for teachers and school leaders.

Chassie is licensed as a school principal in the United States and is a trained evaluator for CIS, Cognia, and NEASC. She is currently based in Riyadh, Saudi Arabia, supporting education initiatives aligned with international quality standards and national development priorities, including Saudi Vision 2030.

Miriam Khalil
Director-Academic Advising & Student Success, Northwestern Qatar | Education City

Dedicated global educator and student affairs professional with extensive experience advancing academic excellence and student success across the GCC region. I bring subject matter expertise in advising diverse student populations across Engineering, Business, International Relations, Journalism, and Media Studies.

My work spans student retention, recruitment, and quality enhancement initiatives, with a strong focus on designing, piloting, and refining advising and retention practices before broader adoption. I have assisted in the implementation and optimization of new advising and retention software systems, supporting scalable, data informed decision making across the student lifecycle.

As a leader, I have overseen and trained advising teams, developed comprehensive advising manuals, and mentored colleagues on best practices. I collaborate closely with cross functional partners including Student Affairs, Registrar, Institutional Effectiveness, Admissions, Recruitment, and academic leadership.

My strengths include data analysis and reporting related to retention, first year experience, institutional effectiveness, and accreditation support. I actively contribute to committees focused on curriculum, quality enhancement, and student retention, reflecting my commitment to continuous academic improvement and innovation.

Steve Bambury
Head of AI & Digital Innovation, JESS, Dubai

Steve Bambury has worked in education and training for 20 years. In 2016 he became the first Head of Digital Learning and Innovation across the JESS Dubai school group before moving on to work as an education consultant in 2019. This included an extended engagement with New Media Academy where he led on education strategy and immersive technology, coordinating the deployment of the first virtual campus in The Middle East. Steve has won awards from Apple, Microsoft, GESS, BETT and EdTech Digest for his work integrating technology in learning and professional development. In 2017, he hosted the world’s first professional development sessions inside virtual reality and in 2018 he co-hosted the world’s first global lesson inside VR alongside Pixar co-founder Loren Carpenter. In 2024 he returned to JESS Dubai to help lead the school into a new era of AI-enriched education. Steve is also the Chair of the Dubai AI in Education Think Tank.

Abeda Natha
Senior Director of Digital Learning & AI Implementation, GEMS Wellington International School

With a teaching career in the UK and UAE spanning over 17 years, Abeda Natha brings extensive experience in digital learning and educational technology. She holds a BSc in Business Computing Systems from City University London and applies this background to preparing students for an increasingly technology-driven world.

As Senior Director of Digital Learning at GEMS Wellington International School, Dubai, Abeda leads whole-school digital technology and artificial intelligence integration, supporting staff professional development, strengthening student digital culture and experience, and aligning curriculum and assessment with emerging digital practices. Abeda also leads the school’s AI Core Team, driving staff capability, ethical AI adoption, and student engagement across all phases of the school. She oversees school-wide strategic partnerships, working closely with industry experts to connect students with real-world insights and authentic opportunities. Abeda is also a member of the school safeguarding team, contributing specialist expertise in digital technology and digital safety to protect and support students in an increasingly online world.
As a GEMS Education AI Excellence Fellow, Abeda contributes to shaping AI strategy across the wider GEMS network, supporting schools in responsible AI adoption and sharing best practices in digital innovation. She is also a contributing author in Dan Fitzpatrick’s The AI Educator (2025), with her chapter championing the work, vision, and impact of the WIS AI Core Team.

In addition, Abeda is a presenter at GESS Dubai and the Women in Educational Leadership Network UAE, has spoken at the 2025 Dubai AI in Education Summit, BETT UK 2026, and is the founder of the UAE nationwide Girls in AI Programme, delivered to over 300 students and supporting young learners across the UAE in exploring the future of artificial intelligence.

Aarifa Gora
Middle School Educator & AI in Education Strategist, One World International School, Riyadh

Aarifa Gora is a Middle School English and Digital Literacy teacher at OWIS Riyadh and an Apple Distinguished Educator. Her work focuses on integrating artificial intelligence into classroom practice in ways that enhance student agency, critical thinking, and ethical use.

She has contributed to her school’s recognition as an Apple Distinguished School and leads initiatives that bridge the gap between emerging technologies and real classroom learning. Aarifa is a speaker at GESS Saudi and the organizer of TEDxOWIS Riyadh Youth, where she mentors students in developing idea-driven talks.

Her research on AI integration and neurodiverse learning has been published in the Global Journal of Educational Thoughts, and she has recently contributed to an EdTech podcast panel, sharing classroom-based perspectives on digital tools and innovation in education.

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We are Teaching the Tools, Not the Wisdom

Tue, 20 Jan 2026 16:50:38 +0000

What are we really educating children for?

Education has never had more solutions.

New platforms. New frameworks. New technologies. New promises of future proofing children for jobs that do not yet exist. Every year brings a fresh wave of innovation, dashboards, AI tutors, adaptive pathways, personalised learning models. Each presented as progress. Each positioned as essential. And yet, beneath the noise, a more urgent question is being quietly ignored.

What are we actually educating children for? Not just economically. Not just technologically. But ethically, socially and environmentally.

Because while we are busy teaching children how to use tools, are we certain certain we are teaching them how to live well, think deeply or care responsibly for one another and the planet they will inherit.

Sustainability is not an add on

If education is meant to prepare young people for the future, then environmental literacy cannot sit politely at the edges of the curriculum. Climate change, biodiversity loss, food insecurity and resource scarcity are not distant concepts. They are already shaping migration, health, conflict and inequality, disproportionately affecting the most marginalised communities worldwide. Eco sustainability in education is not about recycling posters or awareness days. It is about helping learners understand interconnected systems. How human behaviour impacts ecosystems. How consumption links to inequality. How economic growth can both create and destroy. How restraint, responsibility and stewardship are moral choices.

Without this grounding, education risks producing technically capable individuals who are environmentally illiterate and ethically disconnected, skilled at building systems they do not know how to protect, question or sustain. Sustainability is not a subject. It is a lens. One that should shape how we teach science, economics, geography, ethics and technology itself.

Equity must remain the compass

Any serious conversation about the future of education must begin with equity.

Access to quality learning remains deeply uneven across regions, income levels, languages, abilities and digital infrastructure. For many learners, the barrier is not effort or intelligence, but exclusion by design.

This is where assistive technology matters. And where it is most misunderstood.

Too often, assistive technology is seen as something extra, something only for a few, or worse, something that lowers standards. In reality, when used well, assistive technology is not a shortcut. It is a bridge.

Assistive technology as access, not advantage

For neurodivergent learners, including those with dyslexia, ADHD, autism and language processing differences, assistive technology removes barriers that have nothing to do with intelligence.

Text to speech enables access to complex ideas without decoding fatigue. Speech to text allows learners to demonstrate understanding without being blocked by handwriting or processing speed. Audiobooks, visual organisers, adaptive tools and AI supported scaffolds help learners regulate, engage and participate. But assistive technology does not only serve neurodiversity. It also supports learners without access. Children in under resourced schools without specialist teachers. Students learning in a second or third language. Learners affected by displacement, conflict or interrupted schooling. Young people without private tutoring, print rich homes or stable internet. For these learners, assistive technology can mean access to curriculum, continuity of learning and dignity in participation. Used thoughtfully, it raises the floor without lowering the ceiling. Used carelessly, without training, pedagogy or values, it widens gaps.The issue is not the technology. It is the intent behind it.

Technology without pedagogy excludes. Technology with purpose includes.

The contradiction we should be paying attention to

Many of the people shaping the future of technology limit their own children’s exposure to it. Instead, they prioritise reading, the arts, philosophy, history and deep conversation. That contradiction matters. It tells us something important. Human depth, creativity and moral reasoning are not products of screens alone. Arts education, storytelling, philosophy and history are not soft options. They teach perspective, empathy, ethical judgement and the ability to sit with complexity. They help young people understand power, identity, failure and humanity.

Without them, education becomes efficient but hollow.

So where does technology really fit?

This is not an argument against digital literacy, coding or innovation. These skills matter. They matter a great deal. Learners must understand how technology works, how data shapes decisions and how digital systems influence society. But technology should be a tool, not the organising principle of education. Coding without ethics is dangerous. Innovation without sustainability is short sighted. Efficiency without humanity is brittle. The most powerful education models integrate technology in service of equity, sustainability and belonging.

In these spaces, assistive technology expands access without stigma. Digital tools amplify voice rather than replace thinking. Sustainability shapes decisions, not branding. Relationships remain central. Technology becomes infrastructure, not identity.

What does this moment demand of us?

It asks us to slow down. To resist the urge to adopt every new model simply because it exists. To ask better questions before scaling solutions.

Are we teaching children how to think, or simply how to adapt?

Are we nurturing stewards of the planet, or efficient consumers of it?

Are we expanding access, or quietly widening gaps through poorly designed systems?

The future of education will not be secured by the shiniest platform or the fastest rollout. It will be shaped by the values we embed into learning. If we get those right, technology becomes an ally rather than a distraction. And perhaps that is the real work of this moment. Not choosing between innovation and tradition, but weaving together sustainability, equity, assistive technology and human wisdom into an education system that truly serves all.

By Michelle Sakande
SENDco
The Arbor School

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3 months 3 weeks ago

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When AI Makes Thinking Visible: How Schools Must Respond

Tue, 02 Dec 2025 10:26:45 +0000

Artificial intelligence is now a familiar presence in classrooms. Students use it to explore ideas, test arguments, and express their understanding. Yet the most meaningful shift is not technological. AI has introduced a new possibility: it can reveal the quality of student thinking. When a model can produce a fluent answer faster than a learner can reason, the purpose of schooling must evolve from delivering information to cultivating the judgment that guides it.

The real opportunity is not keeping pace with changing tools. It is helping young people develop the clarity of mind needed to think beside systems that can offer polished responses without genuine comprehension. AI exposes gaps in a student’s reasoning the moment they occur, creating the space where skilled teaching can turn uncertainty into insight. Teachers recognize this moment instantly: the quiet pause before a breakthrough, the spark of recognition, the “AHA moment” that sits at the center of learning. Schools must be prepared to support thinking at this cognitive level.

Across classrooms in the Arab region, this shift is unfolding in real time. A student compares two AI-generated explanations and wonders which is accurate. Another receives a well-phrased paragraph and must decide whether it reflects their own understanding. A third uses AI to simulate a concept and must judge whether the model’s version aligns with what they learned. These are no longer technical questions. They ask students to reason, interpret, and take ownership of their learning. AI is prompting thinking, not replacing it.

This is where teachers become even more essential. Their role is no longer centered on delivering content. They are building thinking environments and shaping the cognitive habits students rely on when they encounter technology. When a teacher asks why a learner trusted or questioned an AI answer, they are developing discernment. When they encourage students to refine a model’s output, they are strengthening ownership. When they guide learners to compare their reasoning with the machine’s, they are building confidence and identity as thinkers. These practices make cognition visible and intentional.

To support this work, education systems must invest differently. Professional development should prioritize cognitive pedagogy: modelling reasoning, guiding metacognition, and helping students build internal habits that allow AI to become a partner in learning. Teachers need the confidence to lead thinking, not simply manage tools.

Clear learning outcomes are critical. If AI is part of daily learning, skills such as contextual reasoning, ethical awareness, discernment, and the ability to articulate original insight become foundational. These competencies shape how young people navigate a world where information is abundant, uneven, and often inaccurate. When schools emphasize these abilities, students gain agency. They learn to pause, question, and shape their own understanding, shifting from accepting fluent output to cultivating their own thinking.

This shift also sharpens the importance of equity. Students begin with different levels of digital fluency, language proficiency, and confidence. For AI to expand opportunity, systems must ensure access to intuitive and inclusive tools, including strong Arabic-language options, alongside the cognitive support needed to use them well. Equity is advanced when every learner has the structures to make technology meaningful, not just devices.

At the policy and system level, AI encourages a reconsideration of learning architecture. Curriculum should support depth over coverage. Assessment should recognize how students think, not only what they recall. Teacher preparation should emphasize cognitive development, building on the strengths educators already bring. Ministries and school networks should integrate AI with purpose, aligning tools with pedagogy rather than adapting pedagogy to tools. Effective systems will focus on designing learning that uses AI to strengthen human insight.

The future of education will be shaped by how well we guide students through this transition. AI can spark curiosity, deepen understanding, and open new pathways for expression when learners have the grounding to use it with intention. When they learn to question, interpret, and decide, they become active thinkers who engage with technology thoughtfully and confidently.

Thinking has always been the core of education. AI has made this responsibility unmistakable. Schools that embrace the task of nurturing judgment and insight will prepare young people not only for an AI-enabled world, but for lives shaped by agency, discernment, and meaningful understanding.

By Dr. Sonia Ben Jaafar, CEO of the Abdulla Al Ghurair Foundation

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Exploring Digital Learning & Innovation at GESS Dubai

Thu, 06 Nov 2025 10:53:47 +0000

This year will mark my 13th appearance at GESS and it’s a genuinely fascinating time to be working at the intersection of education and technology. During the show, I’ll be delivering a special encore presentation of the “Piloting Through Paradox” keynote I delivered to staff across all the JESS schools during the inset week in August and I think that this title really does sum up where we are at as an industry: a sea of paradoxes.

Artificial intelligence definitely sits at the heart of this, being one of the most polarising subjects I’ve seen in over two decades working in education. On one hand we’re told that AI is the future but concurrently we’re facing the greatest spike in academic integrity cases ever and also trying to protect vital learning skills from the generative beast at the door. Is it even possible to reconcile these things? Should we steer away from AI altogether or embrace it more readily?

Then there’s the threat of screen time and the rising groundswell of anti-tech sentiment within the parental community (which is clearly exacerbated by those elements within the media looking to generate clicks). How can we square this with the desire to innovate, especially here in the UAE where technology and innovation are built into the bedrock of the country’s goals? There’s no disputing the data; the impact of phones/screens on young brains is concerning and our teenagers are clearly suffering the longer term effects of the COVID era right now. So do we just ban phones or is that not enough? Do laptops and tablets need to go too? Should we be moving back to books and analogue tools?

What about data protection and the surge in cyberattacks in the education sector worldwide? We’re using more digital platforms than ever before, sharing data about staff and students alike and yet we’ve seen startling attacks in the UK, Europe and even here in the UAE in the last year that have shone a startling light on the vulnerabilities within the education sector. We’ve also seen parents start to take umbrage with the amount of data on their child that is shared with edtech companies. What happens when they insist on opting out? How do you deliver that lesson through Seesaw or Microsoft Teams when a quarter of your students are not allowed to use these platforms?

If you’re thinking “Wow, that’s a lot of questions,” you’d be right! There are indeed a lot of questions right now and to be honest, there’s no turnkey solution to any of these issues. The approach each institution will take will need to vary based on a wide range of factors. My sessions at GESS 2025 will definitely address these issues and I’ll even share the approaches we’ve employed across JESS but ultimately education leaders will have to chart their own course through this sea of paradoxes.

Steve Bambury
Head of Digital Learning & Innovation
JESS Dubai

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6 months 1 week ago

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Piloting Through Paradox with AI

Wed, 01 Oct 2025 14:09:38 +0000

Steve Bambury

Head of Digital Learning & Innovation - JESS Dubai

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How Immersive Tech is Impacting The Future of Education

Wed, 01 Oct 2025 13:52:49 +0000

Imagine learning from a professor who’s available 24/7, speaks your language, and adapts to your learning style. At Imperial College London’s IDEA Lab, that vision is already a reality, thanks to a video-based, AI platform that enables natural, intuitive chat with AI agents, now changing how students engage with complex topics.

Across the Middle East, similar immersive technologies are being embraced not as novelties but as a new foundation for delivering education.

The shift is already underway. When Dubai announced artificial intelligence would become a mandatory school subject in the UAE starting in 2025, it wasn’t simply a policy decision - it was a clear signal. The region is preparing students for an AI-driven future, and an immersive learning environment plays a central role in it.

We applaud the direction being taken and strengthen it with partnerships like the company’s collaboration with the UAE Ministry of Finance, creating immersive environments that blur the lines between education and real-world application.

These efforts represent a fundamental reimagining of institutional learning.

Immersive tech + AI: Rethinking how students learn

Immersive technology powered by AI has the potential to reshape learning. In a virtual field trip to Petra, for instance, AI can adapt the narrative based on a student’s curiosity, slowing down for questions, offering extra detail where there’s interest, and skipping what the student already knows. It becomes a dynamic, responsive experience.

In science classes, simulations can pause or zoom in when students seem confused. In language labs, pronunciation tools adjust in real time.

A more intuitive and supportive learning environment emerges - one that adjusts naturally to visual, auditory, and hands-on learners alike.

The impact on higher education and professional training is even more pronounced. Medical students in Dubai can now perform virtual surgeries that respond to their skill levels, providing increasingly complex scenarios as competency grows.

Engineering students build and stress-test structures in virtual environments that simulate real-world physics and material constraints. Architecture students walk clients through proposed buildings before the ground is broken, receiving immediate feedback that improves both design and communication skills.

Immersive education: From vision to implementation

The Middle East’s approach to education technology reveals a crucial insight: they are not deploying technology for its sake. They are deploying technology that will help increase the level of engagement teachers have with their students and the curriculum that will help them succeed. This outcome-first mindset means greater efficiency.

One immersive setup might be used for a history simulation in the morning, a biology lab in the afternoon, and a language immersion in the evening. The infrastructure supports multiple subjects without needing to be rebuilt for each one.

Teachers are also finding their roles shifting, from content deliverers to experience designers. Their expertise is still central, but now it’s increasingly used to create engaging, interactive sessions that bring subjects to life.

Building with partners

Transformation doesn’t exist in isolation. Across the Middle East, governments, universities, and technology companies are building long-term partnerships to co-create new educational tools. These collaborations help institutions stay current without taking on the full development burden.

The digital twin work at Imperial College is one example. They’ve developed AI-powered versions of real professors - digital teachers that adapt over time and provide students with tailored, on-demand guidance. It’s not a replacement for educators, but an extension of what’s possible in the learning experience.

These kinds of partnerships ensure that the benefits, and the risks, are shared. Tech providers gain valuable insights from classroom use. Educators access tools they wouldn’t be able to build alone. Governments see measurable progress toward national education goals.

We are already seeing meaningful results. At INSEAD, over 18,000 students have engaged with immersive tools that complement traditional teaching methods. In Dubai, the School of Modern Skills has embedded mixed reality into everyday learning. Rashid Center’s work with special needs children reveals accessibility benefits of this technology. Immersive environments are helping improve engagement and cognitive development for students who struggle in traditional classrooms.

Why the Middle East’s lead matters

By investing early and aligning strategies across sectors, the Middle East is shaping a new model for education. The benefits go beyond classrooms. A generation of students comfortable with AI tools and immersive environments will enter the workforce ready for a digital-first economy.

This leadership could also influence global approaches. As other regions look to modernise their education systems, many may follow the Middle East’s example - not just in the technology used, but in the way outcomes, policy, and collaboration are integrated from the start.

Looking ahead

The next step is scale. For immersive education to move from innovation to infrastructure, it must be treated as an essential, as basic to the classroom as textbooks and whiteboards.

This means continuing collaboration between innovators and educators. True success will be measured by the unique skills students gain - like spatial reasoning, cultural empathy, and scientific intuition - that traditional education can’t provide.

The Middle East is building something new, and in doing so, setting the pace for what’s possible in education worldwide.

Samuel Huber

CEO MENA, Global President Enterprise

Napster Corp - www.napster.ai

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7 months 1 week ago

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Do Androids Dream of Dyslexic Sheep? Ethics and Neuronormative Injustice in AI

Wed, 01 Oct 2025 13:40:42 +0000

Philip K. Dick’s novel Do Androids Dream of Electric Sheep? has been asking the same question for over fifty years: what makes a person human? In the bleak vision of the future he imagined, the boundaries between human and machine blur: androids are almost indistinguishable from people, intelligent and capable, yet still deemed inferior because they supposedly lack empathy. In Dick’s world, humanity is defined not by intelligence or rationality, but by compassion. His message, therefore, remains prescient and pressing: when social norms determine who or what counts as valuable, the consequences can be deeply destructive.

That message feels more urgent than ever in an age where AI already shapes much of our daily lives. The boundaries between human and machine decision-making are no longer speculative science fiction – they’re here, now, and they influence how we learn, work, and interact.

Data-driven AI systems are now pervasive. Not only does our daily private life rely on the appeal of AI-based products, but ideas for AI-powered education also inspire policymakers and researchers alike. Some even suggest that teachers might become unnecessary as AI-driven personalised learning could help students learn better, faster, and more easily in the future. That would indeed be a major change. However, we believe that AI systems can only support learning and teaching; they cannot replace teachers.

Nevertheless, our opinions, preferences and even our social interactions are already shaped by invisible algorithmic processes. AI sits like a ghost on our shoulders, whispering in our ears what our society already believes, without us even noticing. As Nietzsche warned, ‘If you gaze long into an abyss, the abyss also gazes into you.’ But when the abyss reflects our own biases – about gender, ethnicity or less visible differences such as neurodiversity – the dangers multiply. AI not only observes our biases, it amplifies them.

This is where our “EdTech in Action” talk comes in, presenting the results of our latest research on fairness and AI. The aim is to show that data-driven AI systems can reinforce precisely such prejudices. It shows that AI contains what we call neuronormative bias. In other words, machine learning models are not simply neutral tools – they often assume that neurotypical ways of thinking and behaving are the “standard,” while divergent cognitive styles are treated as deficient or even disordered: AI systems trained on historical employment data may learn to associate dyslexia with lower competence in high-status professions; automated recruitment platforms can filter out applicants whose speech patterns deviate from the norm; emotion-recognition software may interpret atypical facial expressions or body language – often found in autistic or ADHD individuals – and even atypical face types, as negative. Educational platforms can reward only the “average” student profile, sidelining those whose learning strengths lie outside traditional rubrics. The result is a cycle of exclusion, reduced economic opportunities, and increased psychological stress.

Bias here it is not a bug; it’s a function. By reproducing the prejudices already embedded in society, AI risks entrenching inequality in ways that are harder to detect and therefore challenge.

This technological bias compounds a problem that neurodivergent people already face. In schools, workplaces, and society, the default expectation is built around a “normal” learner or employee. Divergent communication styles, working patterns, or attention strategies are often misinterpreted as weaknesses. The result is a cycle of exclusion: fewer educational opportunities, reduced economic prospects, and greater psychological stress. Studies consistently show that professional status, income, and educational access are closely linked to mental health. Those with secure jobs and strong qualifications benefit from resilience and recognition, while those facing precarious employment or limited education are more vulnerable to anxiety and depression. For neurodivergent individuals, these risks are magnified by systems that not only fail to value their strengths, but actively undervalue their being.

Here, the parallels with Dick’s androids are clear. Just as androids are denied full humanity because they fail to conform to social norms, neurodivergent people are often denied recognition because their cognition doesn’t match neuronormative expectations. When these assumptions are encoded into algorithms, they not only reflect discrimination but automate and scale it.

If there is a way out of this cycle, it’s to begin with education. Inclusive education is more than just a pedagogical principle: it’s an ethical imperative. By designing learning environments that celebrate rather than suppress diverse strengths, we can break the links between difference and disadvantage, observing and othering. Instead of collecting neurodiverse traits like statistics and data farming them like sheep, we have an opportunity to stop the dehumanisation of the neurodivergent – “the other” – and embrace their dignity and individuality.

A genuinely neuro-inclusive system values varied pathways to learning and achievement. This doesn’t just benefit neurodivergent students; it enriches the educational landscape for everyone. Importantly, inclusive education also shapes the future of technology itself. The data we collect on learning today will inform the AI systems of tomorrow. If those datasets reflect diversity, future AI models are more likely to recognise, rather than erase, human variation. Classroom inclusion ripples outwards, shaping the fairness of future algorithms.

Our ethical challenge is therefore twofold: prevent neuronormative injustice from being hard-coded into the systems that increasingly govern our lives; and reimagine education so that diversity becomes the foundation of innovation.

Empathy must guide this transformation. Just as Dick’s novel framed empathy as the defining characteristic of humanity, we too must embed it into how we design, train, apply and use AI. Machines cannot “feel,” but we can shape them to reflect and respect the diversity of human experience.

Perhaps one day, androids really will dream of dyslexics. And perhaps those dreams will not represent a defect, but a symbol of the creativity, resilience, and perspectives that neurodivergent thinking offers. Perhaps then, AI will not risk becoming a nightmare for the neurodivergent.

The future of AI is not only about technical sophistication and the creation of ever easier processes and workloads; it’s about whose stories we choose to recognise. By grounding technology in empathy and inclusion, we have the chance to build systems that expand the horizons of aspiration – for everyone.

Dr Martin Bloomfield, Beyond Inclusion, UK
Prof Dr Claudia Lemke, Berlin School of Economics and Law, Germany

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7 months 1 week ago

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The Journey to AI Integration in a Primary School

Wed, 01 Oct 2025 13:21:23 +0000

Most schools' AI journeys begin with enthusiasm and experimentation. Mine certainly did. As a Year 4 teacher drowning in evening planning sessions, I discovered ChatGPT could create scaffolded worksheets in minutes rather than hours. Creating WAGOLLs, differentiating resources, drafting parent communications, suddenly these tasks became manageable. That discovery sparked a journey that would fundamentally reshape how I approached educational technology and school leadership. This journey from chaos to clarity is what I'll be exploring at GESS Dubai, where I hope to help other school leaders avoid the pitfalls I encountered.

When I took on the role of Digital Lead, I jumped straight into experimentation. I tried every new application that appeared promising, testing various AI tools across different year groups. This experimental phase, whilst chaotic, taught me invaluable lessons. Most AI tools simply aren't designed for primary aged children. Teachers need significant support to use AI effectively and safely. Most importantly, enthusiasm without structure leads to confusion and potential risks. Looking back now, I would have taken a fundamentally different route, one grounded in safety, policy, and purposeful implementation.

Successful AI integration must start with a robust policy that complies with UAE data protection laws. This should be your starting point, not an afterthought. The policy needs to address crucial questions: How do we protect student data? What constitutes acceptable use? Which tools align with our educational values and safeguarding commitments? Without this foundation, schools risk scattered implementation that frustrates teachers and confuses students. A clear, comprehensive policy transforms random experimentation into purposeful innovation with proper guardrails.

Policy documents gathering dust on shared drives help no one. Every staff member needs thorough training on the AI policy to ensure they fully understand not just how to use AI, but why certain practices are essential for safe and ethical use in schools. Teachers need confidence that they're using AI responsibly before they can effectively guide students. Equally crucial is ensuring children understand how to use AI safely. Primary students need simple, clear messages: "Never share personal information with AI tools" should become as fundamental as any other safety rule. They need to understand both the potential benefits and the real dangers of AI, appropriate to their age and developmental stage.

One of the most critical steps is establishing a rigorous AI application vetting system. Each tool must be evaluated for data protection compliance, age appropriateness, and educational value before any staff member introduces it to children. Here's the reality: very few AI tools are truly suitable for primary children. Once applications have been vetted, focus on a carefully curated list of three to five AI tools maximum. Train staff thoroughly on these specific applications, ensuring they fully understand the scope and limitations of each tool. This focused approach allows teachers to develop genuine expertise rather than surface familiarity.

In my experience, tools like Mizou, MindJoy, and Magic School have shown real promise in primary settings. These enable the creation of child friendly, personalised chatbots that can support writing development and mathematics practice. One particularly effective approach has been using Hedra AI to create engaging lesson hooks across the curriculum that capture children's attention and spark curiosity. When training staff on these tools, emphasise to children the importance of never putting personal information into these applications. This message cannot be repeated enough.

Successful AI integration isn't just about policies and procedures, it's about building authentic excitement from staff. When delivering CPD on AI, demonstrate the real potential of these tools. Show colleagues how AI can save them hours of planning time, create personalised resources for struggling learners, or generate creative lesson hooks that capture children's imaginations. Create open spaces for staff to share AI best practice. Some of the most innovative uses of AI have come from teachers experimenting within safe boundaries and then sharing their discoveries with colleagues. Consider establishing an AI team with representatives from different year groups who can champion safe, effective use across the school.

Through the development of digital leaders in school, children can become advocates for safe AI use among their peers. These digital leaders can trial age appropriate AI tools and help communicate safety messages in language that resonates with other children. Parents are crucial partners in AI integration. Holding parent workshops on the AI tools used in school and the safety measures in place builds trust and understanding. These workshops provide opportunities to address parental concerns about AI whilst demonstrating the meaningful educational benefits when used appropriately.

Moving schools has given me the opportunity to apply these lessons from the start. In my current role as Assistant Headteacher at Emirates International School, I'm building AI integration on proper foundations. First priority: ensuring all staff understand AI ethics and safe usage through comprehensive policy and training. Only then do we explore creative applications within those boundaries. Dubai's forward thinking educational landscape creates natural enthusiasm for innovation, making it the perfect environment to demonstrate that structure and creativity are complementary elements of successful AI integration.

For schools beginning this journey, here's what actually works: Start with a comprehensive policy aligned with UAE data protection laws. Train all staff thoroughly before any classroom implementation begins. Develop a rigorous vetting system that prioritises safety and age appropriateness. Focus on three to five carefully selected tools initially. Create regular opportunities for sharing best practice. Build an AI team to champion safe, effective use. Involve students through digital leaders. Bring parents along through workshops that build understanding.

Integrating AI in primary education isn't about being cutting edge for its own sake. It's about enhancing what we already do well, differentiating learning, saving valuable teacher time, engaging young minds, and preparing children for a future where AI literacy will be as fundamental as traditional literacy. My chaotic start taught me what not to do. The journey continues, and every school will find its own path based on context and community. But starting with safety, maintaining clear focus, and building supportive culture will serve any school well. We have the opportunity to learn from early adopters' experiences and build something purposeful, safe, and genuinely transformative from the very beginning. guide students.

Equally crucial is ensuring children understand how to use AI safely. Primary students need simple, clear messages: "Never share personal information with AI tools" should become as fundamental as any other safety rule. They need to understand both the potential benefits and the real dangers of AI, appropriate to their age and developmental stage.

One of the most critical steps is establishing a rigorous AI application vetting system. Each tool must be evaluated for data protection compliance, age appropriateness, and genuine educational value before any staff member introduces it to children.

Here's the reality: very few AI tools are truly suitable for primary children. Once applications have been vetted, focus on a carefully curated list of three to five AI tools maximum. Train staff thoroughly on these specific applications, ensuring they fully understand the scope and limitations of each tool. This focused approach allows teachers to develop genuine expertise rather than surface familiarity.

When training staff on these tools, emphasise to children the importance of never putting personal information into these applications. This message cannot be repeated enough.

Create open spaces for staff to share AI best practice. Some of the most innovative uses of AI have come from teachers experimenting within safe boundaries and then sharing their discoveries with colleagues. Consider establishing an AI team with representatives from different year groups who can champion safe, effective use across the school.

Parents are crucial partners in AI integration. Holding parent workshops on the AI tools used in school and the safety measures in place builds trust and understanding. These workshops provide opportunities to address parental concerns about AI whilst demonstrating the meaningful educational benefits when used appropriately.

Dubai's forward thinking educational landscape creates natural enthusiasm for innovation, making it the perfect environment to demonstrate that structure and creativity are complementary elements of successful AI integration.

A Clear Roadmap Forward

For schools beginning this journey, here's what actually works:

1. Start with a comprehensive policy aligned with UAE data protection laws

2. Train all staff thoroughly before any classroom implementation begins

3. Develop a rigorous vetting system that prioritises safety and age appropriateness

4. Focus on three to five carefully selected tools initially

5. Create regular opportunities for sharing best practice

6. Build an AI team to champion safe, effective use

7. Involve students through digital leaders

8. Bring parents along through workshops that build understanding

The Real Purpose

My chaotic start taught me what not to do. The journey continues, and every school will find its own path based on context and community. But starting with safety, maintaining clear focus, and building supportive culture will serve any school well. We have the opportunity to learn from early adopters' experiences and build something purposeful, safe, and genuinely transformative from the very beginning.

By Christopher Blackwood

Assistant Head Teacher - Emirates International School

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7 months 1 week ago

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Edtech

Practical AI in Education: Supporting Teachers, Strengthening Learning

Inspiring Minds in the AI Era

GESS Talks Webinar 47: Classroom Innovation Labs: How to Pilot, Test & Evaluate New EdTech Before Full Adoption

REGISTER NOW

Speakers:

Chairperson:

Chassie Selouane Principal, MLS International Riyadh

Miriam Khalil Director-Academic Advising & Student Success, Northwestern Qatar | Education City

Steve Bambury Head of AI & Digital Innovation, JESS, Dubai

Abeda Natha Senior Director of Digital Learning & AI Implementation, GEMS Wellington International School

Aarifa Gora Middle School Educator & AI in Education Strategist, One World International School, Riyadh

We are Teaching the Tools, Not the Wisdom

When AI Makes Thinking Visible: How Schools Must Respond

Exploring Digital Learning & Innovation at GESS Dubai

Piloting Through Paradox with AI

How Immersive Tech is Impacting The Future of Education

Do Androids Dream of Dyslexic Sheep? Ethics and Neuronormative Injustice in AI

The Journey to AI Integration in a Primary School

Chassie Selouane
Principal, MLS International Riyadh

Miriam Khalil
Director-Academic Advising & Student Success, Northwestern Qatar | Education City

Steve Bambury
Head of AI & Digital Innovation, JESS, Dubai

Abeda Natha
Senior Director of Digital Learning & AI Implementation, GEMS Wellington International School

Aarifa Gora
Middle School Educator & AI in Education Strategist, One World International School, Riyadh