STEM

UK education innovation on show: Meet the companies joining BESA on the UK Pavilion at GESS Dubai

Trisha Metha — Fri, 23 Oct 2026 14:13:30 +0000

Class Of Your Own: Bringing the built environment into the classroom

Award-winning social enterprise Class Of Your Own prepares young people for future careers through project-based learning. Its internationally recognised Design Engineer Construct! (DEC) programme enables learners aged 4 to 18 to explore architecture, engineering, construction and sustainability through authentic design challenges. Supported by teacher development, assessment resources and industry partnerships, it connects curriculum learning with real-world careers.

Edu Intelligence: Helping schools understand what their information is telling them

Edu Intelligence helps school groups, leaders and teachers understand what their information is telling them. It brings together evidence spanning attainment, attendance, behaviour, wellbeing, inclusion, stakeholder voice and school documents, helping leaders explore what may be driving outcomes and identify practical next steps.

FFT Education: Supporting schools through education expertise

FFT Education joins the BESA-supported UK Pavilion to showcase its work with schools. Visitors can meet the team at its dedicated pod and explore the solutions and education expertise it offers to international school leaders and partners.

FlashAcademy®: Helping multilingual learners access the curriculum

FlashAcademy® supports multilingual learners through digital lessons, adaptive assessments and curriculum-aligned resources for reading, writing, listening and speaking. Its app supports 48 home languages, while AI-assisted marking and data-rich dashboards help teachers monitor progress and target additional support.

Learning Village by Across Cultures: Supporting multilingual learners

Learning Village by Across Cultures supports multilingual learners and those learning English as an Additional or Second Language. Its image-based approach develops language and literacy, complemented by AssessEP proficiency assessment, Community Village, AI Writing Feedback, professional learning and consultancy. Across Cultures has supported more than 20,000 learners internationally.

LJ Create: Equipping learners with technical and vocational skills

LJ Create combines online learning content with practical equipment for technical and vocational education. Covering areas including engineering, vehicle repair and high-tech construction, its resources connect theory with practical application and help students explore skills for future study and employment.

myHappymind: Putting positive mental health at the heart of school life

myHappymind is an award-winning programme helping schools, early years settings and families support children’s positive mental health. Grounded in neuroscience and positive psychology, its digital curriculum builds confidence, resilience and self-regulation. Used by more than 2,000 schools, it also includes staff resources, a parent app and specialist toolkits. It has received the King’s Award for Enterprise and the BESA Impact and Evidence Award.

Oriel Square: Helping education organisations turn ideas into impact

Oxford-based Oriel Square Limited is a specialist education consultancy working with organisations worldwide. Its services include market entry, research, communications, product development, custom publishing and adaptation. Combining education expertise with commercial and international insight, it helps publishers, governments, EdTech suppliers, charities and professional bodies develop products and respond to new markets.

Peters: Putting the right books into young readers' hands

With 90 years of experience, Peters supplies children’s books and furniture to schools, academies and libraries. Its qualified librarians and specialists review more than 10,000 new children’s and young adult books each year, providing independent advice across fiction, non-fiction, phonics and reading schemes and helping create engaging reading experiences.

The Literacy Company: Inspiring teachers and empowering pupils

The Literacy Company created the award-winning Pathways Literacy programmes, used by more than 1,250 schools and multi-academy trusts. Its evidence-based offer spans writing, reading, spelling, progress and poetry, alongside tailored consultancy and professional development that builds teacher expertise and pupils’ confidence, creativity and literacy skills.

Bringing the best of UK education to Dubai

Across the entire pavilion and show, there are over 20 UK exhibitors demonstrating how British suppliers are helping schools meet changing needs across STEM, technical and vocational education, literacy, multilingual learning, wellbeing, artificial intelligence, data and consultancy.

The Pavilion gives visitors a convenient place to meet the people behind the solutions, exchange ideas and build connections, while championing the quality and diversity of the UK education sector.

Visit BESA on stand L10 at GESS Dubai 2026 and meet Class Of Your Own, Oriel Square, LJ Create, FFT Education, Edu Intelligence, myHappymind, Learning Village by Across Cultures, The Literacy Company, FlashAcademy® and Peters, alongside the wider UK education community.

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The British Educational Suppliers Association (BESA) is hosting the UK Pavilion at GESS Dubai, showcasing the best of British education suppliers. Visit us on stand L10 to meet ten innovative UK businesses and connect with exhibitors from across the Pavilion.

The featured companies offer expertise across STEM and technical education, literacy, multilingual learning, wellbeing, data and AI, consultancy and school improvement. BESA can also help educators, school leaders and partners from across the Middle East and beyond find the exhibitors and solutions most relevant to their needs.

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Bridging the Divide: Why Higher Education Must Embrace Integrated STEAM in the Age of AI

Fri, 21 Aug 2026 10:32:21 +0000

Across the globe, schools are rapidly transforming their curricula to reflect the demands of a technology-driven, innovation-led economy. In international K–12 education especially, STEAM—Science, Technology, Engineering, Arts, and Mathematics—has become a core pedagogical framework. Yet in higher education, integration remains the exception rather than the norm. Universities continue to operate largely within traditional silos: STEM disciplines on one side, liberal arts and creative fields on the other.

This structural divide presents one of the most urgent strategic challenges facing higher education today.

As artificial intelligence, robotics, immersive technologies, and advanced manufacturing reshape industries at unprecedented speed, employers are no longer seeking graduates who are solely technically proficient or purely creative. They need hybrid professionals—engineers who understand user experience, designers who can code, data scientists who think ethically and creatively, and entrepreneurs who can translate complex technologies into meaningful human solutions.

The global demand for STEAM competencies is clear. The World Economic Forum consistently highlights analytical thinking, creativity, technological literacy, and complex problem-solving among the most critical skills for the future workforce. Yet despite this demand, higher education provision remains fragmented. Students who have experienced integrated STEAM approaches throughout their K–12 education often encounter rigid degree structures at university level, forcing them to choose between technical depth and creative exploration.

This gap is not merely curricular—it is structural, cultural, and institutional.

International schools around the world have widely adopted STEAM as a core philosophy because they recognise that innovation emerges at the intersection of disciplines. Project-based learning, design thinking, robotics labs, digital fabrication spaces, and interdisciplinary collaboration are increasingly standard features of forward-thinking K–12 environments. Students graduate from these systems accustomed to solving real-world problems through integrated approaches.

Yet when they transition to university, many find themselves navigating faculty boundaries, accreditation constraints, and departmental silos that discourage precisely the type of interdisciplinary collaboration they have been trained to value.

Why has higher education lagged behind?

Part of the answer lies in historical legacy. Universities were structured around disciplinary expertise at a time when knowledge production required deep specialisation within narrower fields. Accreditation frameworks, faculty career pathways, and funding models reinforced these divisions. While this structure ensured academic rigour, it also created barriers to integration.

However, the era of AI, robotics, and exponential technologies demands a new model.

Artificial intelligence does not operate solely as a technical tool—it shapes culture, ethics, design, communication, and human behaviour. Robotics is not simply mechanical engineering—it intersects with psychology, interface design, storytelling, and societal impact. The most transformative innovations of the past decade—from smartphones to immersive gaming platforms—have emerged from the seamless fusion of engineering precision and creative imagination.

This is precisely where integrated STEAM higher education becomes essential.

In Europe, one institution has taken a pioneering step in this direction: UDIT – University of Design, Innovation and Technology. As one of the first and only specialised STEAM-focused higher education institutions in Europe, UDIT represents a strategic rethinking of how universities can be structured to meet 21st-century skills.

Rather than treating design, technology, and innovation as separate domains, UDIT positions them as inherently interconnected. Its academic model recognises that design is not merely aesthetic, technology is not merely functional, and innovation is not accidental—it is the product of structured interdisciplinary collaboration. By embedding creative methodologies alongside technical mastery, institutions like UDIT aim to produce graduates capable of leading in emerging fields where boundaries no longer apply.

The strategic opportunity for universities lies in developing comprehensive STEAM curricula that move beyond token interdisciplinary modules and instead integrate disciplines at a structural level.

Several frameworks can support this transformation:

1. Curriculum Integration Through Design Thinking
Design thinking provides a practical methodology for bridging technical and creative domains. By embedding user-centred research, prototyping, iterative testing, and systems thinking into engineering and science programmes, universities can cultivate graduates who build solutions that are not only functional but meaningful.

2. Institutional Models that Break Silos
True STEAM integration requires more than collaborative projects—it demands organisational redesign. Cross-faculty governance structures, shared innovation labs, co-taught modules, and interdisciplinary research clusters can foster sustained collaboration. Faculty recruitment strategies should value hybrid expertise and industry engagement.

3. Industry and Ecosystem Partnerships
The complexity of AI and robotics ecosystems requires collaboration beyond campus walls. Partnerships with technology companies, creative studios, startups, and public sector institutions can ensure that curricula remain aligned with workforce needs while maintaining academic rigour. Co-developed programmes and applied research projects enable students to engage with real-world challenges.

4. Accreditation and Academic Rigour
A common concern is that integration may dilute disciplinary depth. On the contrary, a well-designed STEAM model strengthens rigour by situating expertise within applied contexts. Accreditation frameworks must evolve to recognise interdisciplinary competencies while preserving standards of excellence.

The case for specialised STEAM higher education is not simply about innovation—it is about addressing structural skills shortages. Many economies face gaps in roles that require both technical proficiency and creative adaptability: user experience engineers, immersive media developers, robotics designers, sustainable systems architects, AI ethicists, and digital product strategists. These are not niche positions; they represent the future of competitive industries.

Higher education institutions that fail to respond risk producing graduates misaligned with labour market realities.

At the same time, universities must guard against reducing education to workforce training alone. The integration of arts within STEM is not merely instrumental—it ensures that technological development remains human-centred, ethical, and socially responsible. In an age of generative AI and autonomous systems, the capacity to question, contextualise, and creatively interpret technology becomes as critical as the ability to engineer it.

The transformation toward integrated STEAM higher education will not occur overnight. It requires visionary leadership, institutional courage, and policy support. Yet the opportunity is significant. Universities that embrace this shift can position themselves at the forefront of educational innovation, attract globally mobile students accustomed to interdisciplinary K–12 models, and contribute meaningfully to national innovation strategies.

As we look toward 2026 and beyond, the question is no longer whether STEAM matters. K–12 education has already answered that. The pressing question is whether higher education is ready to follow.

The future economy will not be divided into STEM and liberal arts. It will belong to those who can integrate them. Institutions that recognise this reality—and act decisively—will define the next era of higher education.

By Damian Fernandez Gregorio

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2 months 1 week ago

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From Data to Design: How Students Are Building Carbon-Neutral and Sustainable Cities Using AI & STEM

Fri, 21 Aug 2026 09:54:30 +0000

Building the Cities of the Future

As part of our participation in GESS Education Saudi Arabia, our students from Alfaisaliyah Private Schools Company – Jeddah will be presenting a project titled “Carbon-Neutral and Sustainable City”—a student-built model developed within a STEM learning framework to demonstrate how future cities can reduce carbon emissions through intelligent, data-driven systems.

Aligned with Saudi Vision 2030 and the United Nations Sustainable Development Goals (SDGs), this project integrates science, technology, engineering, Arts and mathematics to address real-world sustainability challenges such as food waste, water mismanagement, and sustainable resource management.

However, what makes this project truly impactful is that it did not begin with building a model—it began with investigating real problems in real environments.

From Awareness to Deep Investigation

Rather than jumping directly into solutions, students followed a structured STEM methodology focused on observation, stakeholder interviews, pattern recognition, and root cause analysis using the “5 Whys” approach.

This process helped them move beyond surface-level problems like “food waste” or “water overuse” and uncover deeper systemic issues. Students discovered that many environmental challenges are not caused by a lack of awareness—but by a lack of data, lack of adaptive systems, and reliance on manual decision-making.

Field Investigation 1: Food Waste and Its Carbon Impact

Students conducted their first scientific investigation at Alriwaq Alomawi Restaurant, where they studied food waste in a real operational setting.

Globally, nearly one-third of all food produced is lost or wasted, contributing significantly to greenhouse gas emissions. In Saudi Arabia alone, food waste exceeds 40 billion SAR annually, with an average of over 250 kg of food wasted per person each year—more than double the global average.

Through direct observation and interviews with restaurant staff, including Mr. Yassin, students identified key patterns:

Overproduction of meals
Customer over-ordering
Inefficient inventory management

By applying the 5 Whys method, they uncovered the root cause:

👉 Lack of data-driven demand prediction systems

This insight shifted their perspective—from seeing waste as a behavior problem to understanding it as a system design problem.

Field Investigation 2: Water Efficiency in Public Spaces

The second investigation focused on water usage in public parks—an especially critical issue in a country facing water scarcity.

Saudi Arabia is one of the most water-stressed countries in the world, and inefficient irrigation systems contribute to significant resource loss. Studies show that traditional irrigation in public landscapes can waste thousands of cubic meters of water annually due to fixed schedules and lack of environmental feedback.

Forecasting Water Consumption for Sustainable Development in Saudi Arabia

During their field visits, students observed:

Overwatering in some areas and Dry zones in others.
Irrigation systems operating regardless of temperature or soil conditions.

Through analysis, they identified the root cause:

👉 Absence of smart, sensor-based irrigation systems
Efficiency is not about using less—it is about using resources intelligently.

Designing a Carbon-Neutral Smart City Model

Based on their findings, students designed and built a Carbon-Neutral Smart City Model that integrates renewable energy, AI, and IoT technologies.

🌞 Renewable Energy Systems

The model incorporates solar panels and wind turbines to simulate clean energy generation, reducing reliance on fossil fuels.

🏠 Smart Homes and Smart Grid

Students designed systems to monitor and optimize energy consumption, demonstrating how electricity can be efficiently distributed using smart grids.

🌱 Climate-Smart Agriculture

Greenhouses in the model use controlled environments and optimized resource usage to reflect sustainable food production.

🌐 AI + IoT Integration

Using microcontrollers, sensors, and PictoBlox AI tools, students developed systems that:

Predict food demand and Classify food freshness
Monitor environmental conditions
Optimize water usage through smart irrigation

Real-time dashboards display data, allowing users to make informed decisions—transforming static environments into adaptive systems.

From Static Systems to Intelligent Cities

A key learning outcome from this project is the distinction between traditional and smart systems.

In smart systems:

AI predicts demand
Sensors provide real-time data
Systems adapt automatically

This shift from reactive to predictive systems is essential for achieving carbon neutrality and sustainable urban development.

Impact: Beyond Technology

The impact of this project extends far beyond the model itself.

Students developed:

Engineering design and prototyping skills
Critical and systems thinking
Data analysis and AI literacy
Environmental awareness and responsibility

More importantly, they experienced how technology can be used not just to solve problems—but to prevent them before they happen.

Conclusion: From Classroom Innovation to Real-World Impact

The “Carbon-Neutral and Sustainable City” project demonstrates how STEM education can bridge the gap between classroom learning and global challenges.

By combining field investigation, artificial intelligence, and engineering design, students transformed real-world problems into scalable, intelligent solutions.

In presenting this work at GESS Education Saudi Arabia, we aim to emphasize a powerful message:

The future of sustainable cities will not be built by technology alone—
it will be built by young innovators who understand problems deeply and design solutions with purpose.

To fully experience the students’ innovation, please click the YouTube link below to watch their presentation and explanation:

https://youtu.be/IqJNWIDU6HM?si=Jajpy_gg8gfLxhGj

Director

Mr. AIMAN ABDULRAHEEM ALHARBY

Author

Eng. Abdelmoneim Mohammed Ahmed Ali

With students from Alfaisaliyah Private Schools Company - Jeddah:

Saud Hisham Ahmed Ghubar (Grade 10)

Rose Mohamad Abduljalil Alsalahy (Grade 9)

Reema Salem Ali Alzahrani (Grade 7)

Mohammed Musfir Mohammed Al-Qahtani (Grade 6)

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2 months 1 week ago

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From Knowledge to Application: A Practical STEM Model for Real Learning in Schools

Wed, 19 Aug 2026 10:44:09 +0000

STEM is often misunderstood in modern education. Walk into many schools and you will find robotics kits, collaborative activities, and classrooms full of movement and discussion. On the surface, everything appears innovative and engaging. However, when students are asked to explain what they are doing, why they are doing it, or how it connects to real-life situations, many struggle to respond with depth or clarity.

The problem is not effort. The problem is design.

STEM is not simply about adding projects or technology into classrooms. It is about transforming the way students think, question, analyze, and apply knowledge. Without this transformation, STEM becomes a collection of activities rather than a meaningful learning approach.

The Gap Between Knowledge and Application

Many classrooms still operate within a traditional structure where knowledge is delivered by the teacher, received by students, and assessed through memorization and recall. This model may produce students who achieve high grades in examinations, but it often fails to prepare them for unfamiliar situations that require reasoning and problem solving.

This gap becomes visible when students can solve mathematical equations but cannot apply them in real-life contexts, or when they memorize scientific concepts without understanding how these concepts explain the world around them. Students may know information, but they often struggle to use it effectively.

This is where STEM becomes essential. Its purpose is not only to teach content, but to help students transfer learning into action.

STEM as a Framework for Thinking

STEM should not be viewed as a separate subject or an isolated initiative. It is a framework for learning that integrates science, technology, engineering, and mathematics in a purposeful and connected way.

Science develops understanding. Technology provides tools for exploration and innovation. Engineering encourages design and problem solving. Mathematics builds logical reasoning and precision.

However, simply combining these areas does not automatically create meaningful learning. The effectiveness of STEM depends on how learning experiences are designed and sequenced. Strong STEM learning moves students gradually from curiosity to investigation, then from understanding to application.

A Practical Model for STEM Learning

Successful STEM lessons often begin with a real and relatable problem. Instead of starting with direct instruction, students are first presented with a question that creates curiosity and encourages exploration. For example, students may investigate why certain building materials keep homes cooler in hot climates or how communities can reduce water waste.

This initial challenge gives students a reason to learn. It shifts learning from passive reception to active inquiry.

Students then move into guided exploration. They observe, test, discuss, and gather information. During this stage, the teacher does not immediately provide answers. Instead, the teacher guides thinking through strategic questioning and discussion. This process develops curiosity, independence, and analytical thinking.

Once students have explored the problem, formal concepts are introduced. At this stage, scientific principles, mathematical relationships, and design concepts become more meaningful because students already understand the context in which they are being used. Learning becomes connected rather than abstract.

Students are then asked to apply their learning through design and problem solving. They create solutions, test ideas, identify weaknesses, and improve their work. This stage is critical because it transforms understanding into practical skill. Students learn that failure is not an endpoint but part of the learning process.

Reflection follows application. Students evaluate what worked, what failed, and what they would change in future attempts. This reflection strengthens reasoning, communication, and self-awareness.

Why Structure Matters

One of the biggest mistakes in STEM implementation is focusing on activity rather than structure. In some classrooms, projects become entertaining experiences with limited academic depth. Students remain busy, but learning outcomes are unclear.

A structured STEM approach ensures that activities are connected to clear learning goals and measurable outcomes. It balances creativity with academic rigor. Students do not simply participate in tasks. They engage in purposeful thinking.

This structure also allows teachers to maintain curriculum coverage while developing essential skills such as collaboration, critical thinking, communication, and problem solving.

The Changing Role of the Teacher

Effective STEM learning requires a shift in the teacher’s role. The teacher is no longer the sole source of information but becomes a facilitator of learning experiences.

This change can be challenging. Teachers must learn to ask deeper questions, allow students time to think, and support learning without immediately providing solutions. Productive struggle becomes part of the classroom experience.

At first, this approach may feel uncomfortable for both teachers and students. Active classrooms are often noisier and less predictable than traditional classrooms. However, when learning is well structured, this activity leads to stronger engagement and deeper understanding.

Challenges in Implementation

Despite its benefits, implementing STEM effectively comes with challenges. One common concern is time pressure. Teachers often worry that inquiry-based learning will prevent them from completing the syllabus. However, STEM should not be treated as an additional subject. It should be integrated into existing lessons and curriculum objectives.

Assessment is another challenge. If schools continue to rely mainly on examinations that measure memorization, teachers will naturally prioritize recall-based teaching. For STEM to succeed, assessment methods must also evolve to include application, reasoning, and open-ended problem solving.

Training and professional development are equally important. Teachers need support, practical models, and opportunities to experiment with new approaches in order to build confidence in STEM instruction.

Moving Forward

Effective STEM implementation does not require expensive resources or large-scale transformation overnight. It begins with small and intentional changes. One lesson can start with a real-world problem. One classroom discussion can prioritize thinking over memorization. One teacher can begin creating opportunities for exploration and application.

Over time, these small shifts create meaningful change.

The future of education depends not only on what students know, but on what they are able to do with that knowledge. STEM provides a pathway toward this goal by moving learning beyond memorization and into purposeful application.

That is where real learning begins.

By Sara Abdelmonien

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2 months 1 week ago

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From Learning to Doing: Transforming Subjects Through STEM

Thu, 30 Jul 2026 13:50:49 +0000

In today’s rapidly evolving educational landscape, preparing students for the future requires more than traditional teaching approaches. Classrooms are no longer spaces where students passively receive information - they are environments where learners are expected to think, create, and solve real-world problems.

During one classroom session, a group of students were asked to program a robot to move across a grid. What seemed like a simple robotics task quickly turned into a mathematics lesson - students began calculating distances, adjusting angles, and debugging their logic. Without realizing it, they were applying mathematical concepts through hands-on learning. This is the power of STEM integration.

From Theory to Real Practice

Many educators recognize the importance of STEM but often ask:
How can we realistically integrate it into daily lessons?
Do we need to redesign the entire curriculum?
The answer is no.

STEM integration does not require major structural changes. Instead, it requires a shift in teaching approach - moving from isolated subjects to connected learning experiences.

Using classroom-friendly robotics tools, teachers can transform traditional lessons into interactive, problem-solving experiences. For example, in a science lesson on motion, students can program robots to explore speed and direction. In a language lesson, students can design storytelling sequences using robots as characters, reinforcing both creativity and logical thinking.

Integrating Across Core Subjects

The strength of STEM lies in its flexibility across disciplines:

Mathematics
Students program robots to follow paths, measure distances, and explore angles—turning abstract concepts into visible and testable outcomes.

Science
Concepts such as force, motion, and energy become interactive as students observe how robots respond to commands and environmental changes.

English / Literacy
In one classroom activity, students created stories where robots “traveled” through different scenes. They wrote instructions, sequenced events, and presented their ideas— combining communication skills with structured thinking.

Social Studies
Students can simulate historical journeys or geographic exploration, transforming static content into engaging, interactive experiences.

Arabic & Identity Subjects
Technology becomes a bridge between modern skills and cultural identity, allowing students to express language and heritage through innovation.

Developing Future-Ready Skills

Beyond subject knowledge, STEM integration develops essential skills for the future:

• Critical thinking
• Problem-solving
• Collaboration
• Creativity
• Digital literacy
• Engineering mindset

These skills are not developed through memorization - they are built through experience.

This approach strongly aligns with Saudi Arabia’s Vision 2030, which emphasizes innovation, technology, and preparing students for future careers.

Practical and Scalable for Every School

A common misconception is that robotics integration requires advanced infrastructure or significant financial investment. In reality, effective implementation can begin with simple tools and structured lesson design.

Teachers can start small - integrating robotics into one lesson per week - and gradually expand. With proper support and training, schools can adopt STEM in a sustainable way without disrupting their existing curriculum.

From Classroom to Real Impact

When students engage in integrated STEM learning, their mindset changes. They move from passive learners to active creators. This often extends beyond the classroom into competitions, innovation projects, and collaborative challenges.

More importantly, students begin to understand not just what they are learning, but why it matters.

Conclusion

Integrating STEM and robotics into core subjects is not an additional layer - it is a transformation in how learning happens. By connecting disciplines, encouraging hands-on exploration, and focusing on real-world application, educators can create classrooms that prepare students not only for exams, but for life.

Author

Eng. Hiba Ekhlassi Head of Robotics and STEM Education Al-Faris International School, Riyadh Featured Speaker at GESS Saudi, EduTech Asia, and Saudi STEM Conference Certified Trainer in AI, Robotics, Cybersecurity, and STEM Education

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3 months ago

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Educational Transformation in Saudi Arabia: Advancing Vision 2030 Through STEAM, Technology, and Sustainable Innovation

Tue, 09 Jun 2026 13:29:42 +0000

I remember the lesson clearly. I was teaching coordinate systems to fifth graders and I knew that the moment I drew the grid on the board, half the class would mentally check out. So I brought in the robots. I set up a physical grid on the floor, placed the robot at the origin, and asked the students to navigate it to different coordinates. What happened next was one of those moments you carry with you for your entire teaching life. They were out of their seats, arguing about directions, celebrating when the robot landed exactly where they predicted. The mathematics stopped being abstract and became something they could touch and own.

That lesson happened years before robotics was standard in any curriculum here. At the time, I was simply a Math teacher trying to make a concept come alive. Looking back, it was the beginning of a journey that has shaped everything I do now as a technology and innovation specialist working across schools in Saudi Arabia.

What Vision 2030 Feels Like From Inside a Classroom

There is a lot written about Vision 2030 from a policy perspective. What gets discussed less is what it actually feels like to be an educator living through the transformation. The honest answer is that it feels both exciting and demanding. Exciting because the appetite for change is genuine. Demanding because translating national ambition into daily classroom practice is complex work, and the educators doing it deserve more recognition than they often receive.

What Vision 2030 has done, in practical terms, is give educators permission to take risks. When I propose a new approach to a school leader today, the question is no longer whether innovation belongs in a Saudi school. The question is how can we implement it well and make sure it serves every student in the room.

Building Something That Reaches Every Learner

At One World International School in Riyadh, we built the ZeroOne Hub as a space where technology serves learning rather than the other way around. Our students come from many different countries and language backgrounds. Some are confident with screens; others learn better through physical, hands-on experiences. The hub is designed with all of them in mind, offering screen-free coding tools alongside digital platforms, visual programming environments that do not rely on strong English literacy, and virtual reality that gives students access to experiences they would never otherwise encounter. When your school community is as diverse as ours, inclusion is not a poster on the wall. It is a daily design challenge.

In 2025, OWIS became the first school in Saudi Arabia to receive Apple Distinguished School status. What I am proudest of is not the recognition itself but what it tells other schools across the Kingdom: that this level of commitment to technology-enhanced learning is possible here, with Saudi students, in a Saudi context.

The Work Nobody Talks About Enough: Supporting Teachers

The most important technology decision a school makes is not which platform to buy. It is whether the teachers who have to use it every day feel confident enough to actually try. A beautiful innovation lab that intimidates people will gather dust. A simple tool in the hands of a teacher who believes in it will change how thirty children experience learning.

Most of my work happens in conversations. The Islamic Studies teacher who wanted her students to feel Hajj and Umrah rather than just read about them. The Art teacher who took her class inside the Sistine Chapel through a VR headset and watched them fall silent looking up at the ceiling. The Math teachers I worked with to use robotics for drawing shapes before moving into algebraic thinking, where the robot's path literally becomes the equation. The Social Studies class that designed and 3D printed a sustainable city using AI design tools, making real decisions about infrastructure and community. One of my favourite projects of all: students programming robots to clean a surface mapped in the shape of Saudi Arabia, as part of our IB Sharing the Planet unit, thinking through routes, efficiency and what it means to take care of a place you belong to.

None of these teachers came to me asking for technology. They came asking how to make their subject matter more to their students. That is always the right starting point.

Artificial Intelligence and What Schools Need to Do Now

Students across Saudi Arabia are already using AI, often in ways their teachers have not yet had a chance to think through. The response cannot be avoidance. The question is not whether AI will be part of our students’ lives. It already is. The question is whether schools will help young people develop the judgment to use it well.

That means weaving AI literacy into subjects students are already studying, having honest conversations about when AI helps thinking and when it replaces it, and taking safeguarding seriously so students engage with these tools in ways that protect them. When I work with teachers on this, what I find is that once the initial anxiety settles, most educators are genuinely curious. They just need someone willing to think it through with them.

Sustainability Is Not a Theme Week

As School Sustainability Ambassador, I lead our UN SDGs in Action programme, and the most important lesson from that work is that sustainability only connects with students when it is real. In Saudi Arabia, that connection is not hard to make. Water, energy, food systems, environmental change: these are issues students here can see in their own lives. When they prototype solutions to local problems in the Fab Lab or code simple monitoring systems for a school garden, they are not just meeting curriculum objectives. They are beginning to see themselves as people who can contribute to solutions. That shift in identity is what we should be aiming for.

To Educators Who Are in the Middle of This

If you are a teacher or school leader trying to move things forward while managing everything else the job demands, here is what I want to say. You do not need to have it all figured out before you start. The robotics lesson I described at the beginning of this article was not part of a strategic framework. It was a teacher who cared about her students, trying something she believed might work.

Start there. Be honest with your colleagues about what you are learning. Find the people in your school who are curious and willing, and build from that point. The transformation Vision 2030 is calling for will not be delivered by policy alone. It will be built by educators, in classrooms, one lesson at a time.

By Omnia Mokhtar | Senior Instructional Specialist, Technology & Innovation, Middle learship Team, One World International School, Saudi Arabia

About the Author: Omnia Mokhtar is Senior Instructional Specialist for Technology and Innovation and IB PYP STEAM Coordinator and servre as Middle Leadership Team at One World International School, Riyadh, part of Global Schools Group. She holds dual Master’s degrees in Software Engineering and Education, is STEM and Apple Education certified, and is a PhD researcher at Cairo University focusing on technology-enhanced learning. She will be presenting at GESS Saudi Arabia on educational transformation and Vision 2030.

Connect: linkedin.com/in/omnia-mokhtar-62331171

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Introducing STEM in Early Childhood Education

Wed, 04 Mar 2026 16:01:39 +0000

Introducing STEM in early childhood education is crucial as it builds science, technology exposure and mathematical skills in children which are vital to enhance cognitive abilities and spark natural curiosity in a child. While it helps students think critically and develop problem solving skills it provides the hands-on exposure for children to learn through multi-sensory experiences.

Neuroscientist, early years pedagogist and researchers broadly agree that the period from birth to 6 years represents once of the most significant windows of cognitive development in human life, during these years children develop the foundational concepts of spatial awareness, casual understanding and orientation towards self. Research shows that STEM activities encourage children to interact and collaborate which polishes their socio-economic skills and lays a strong foundation of science learning and the world around us for later stages. STEM introduced in early stages of life gives identity to the child that “I CAN” figure things out and once it is formed it is remarkably durable.

STEM in early years is not primarily about complete technology dependance, it is about noticing and engaging in your surroundings and for this the resource rich provisions and everyday intentions and integrations are the key to successful implementation. It is not limited to gadgets, everyday items like hammers, wheels and magnets are all part of STEM play.

Integrating STEM into everyday classroom experiences and areas of learning

Observing the patterns of the tiles and linking it with mathematics

Engineering a tall tower with loose parts and Magnetic tiles

Making a small pulley with paper balls and rubber bands and introducing the basic concepts of force

Water wall with pipes and funnels and measuring cups

Science experiments such as frizzy volcanoes, sink and float

Role play kitchen with measuring spoons introducing the number and quantity skills

Lego structures for building a moveable car

For foundation stage child a simple coding and programming kit using the train tracks and stations and red/green light start stop kits

Literacy based STEM challenges can be from our most cherished stories such as building a strong chair for Goldilocks and a long tall bridge for gingerbread man

An easy candle wax and water paint craft is a fun way for expressive arts and design activity

For all of the above play is the primary element and children learns the most when they are intrinsically motivated, engaged and are free to lead their learning with appropriate adult guidance and support which are the guiding concepts of early years curriculum and journey.

The concept of introducing AI in early years follows the same logic. Early years education plays a major role in shaping a child’s interaction with voice assistance and algorithm-based toys, it matters enormously whether these interactions are passive or active. These should be introduced to enhance the play not to replace it! Our children will be growing up with such medium and making them future ready by Introducing such concepts in early years needs clarity and careful balanced approach. It should be introduced as a subject of enquiry and research, tasks and tools to aid the natural learning and by all means not replacing it. For example, introducing concepts of space and science, plants and solar system with hand on activities and AI presentation is a great integration. AI can never replace the human interaction, the emotional connection that children require during their early stages of life, perhaps the most interesting support could be for educators to free up the load of paper work and documentation and make more time for being present in the moment with children ensuing it child led and not Tech led experiences.

Ultimately, the aim of early STEM education is not to produce tech savy children but raise curious, intelligent, compassionate collaborative human beings who are neither afraid of technology nor completely dependent on it to progress and a well-balanced approach in Early years can honor both. When play remains at the heart of learning, and technology is guided by intention, we truly prepare children not just for the future — but to shape it

By Sana Bilal

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7 months ago

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Building Brighter Minds — Creative Strategies for Teaching STEM in Global Classrooms

Tue, 16 Dec 2025 09:59:10 +0000

Science, Technology, Engineering, and Mathematics — together, they shape how students understand and influence the modern world. For non-U.S. teachers working across diverse classrooms, the challenge isn’t only about explaining formulas or theories. It’s about making STEM live, breathe, and connect with local contexts.

What to Remember

STEM thrives when students see it, touch it, and create with it. Use real-world applications, inquiry-based learning, local examples, and short visual demonstrations to spark curiosity and deepen understanding.

Learning Through Action — The Power of Experiential Teaching

STEM teaching works best when theory meets tactile reality. Non-U.S. educators can elevate engagement by blending traditional instruction with project-based experiments.

Example: Instead of only explaining Newton’s laws, have students design paper rockets to test thrust and trajectory.
Tip: Use inexpensive, local materials to make lessons relatable and sustainable.

For ideas on classroom-ready activities, check Science Buddies, National Geographic Education, and TeachEngineering.

Organize the Chaos Before It Starts

A well-run STEM classroom hums like a lab. Organization enables creativity to flourish — not restrict it. If you keep postponing tidying your resources or digital files, stop waiting: schedule it. Routine maintenance helps you stay ready for experiments and spontaneous discoveries. For practical advice on keeping your classroom organized, consider applying time-blocking and visible storage systems.

Quick Checklist: Making STEM Stick

Step	Strategy	Outcome
1	Link concepts to local issues (e.g., renewable energy, agriculture)	Relevance increases engagement
2	Rotate between individual and team experiments	Builds collaboration and leadership
3	Ask “what if” questions instead of “what is”	Sparks critical thinking
4	Use visuals, not just words	Supports multilingual classrooms
5	Let students explain back to you	Reinforces understanding

Visuals That Transform Learning

When students can see how things work, comprehension skyrockets. Teachers can craft short demonstration videos showing concepts like electricity flow, chemical reactions, or geometric transformations. Adding motion and context bridges theory and imagination.

To take these videos further, explore how to understand AI video editor technology — which can clean up audio, balance colors, and automatically generate captions. This saves time while keeping lessons visually engaging.

How-To: Building Inquiry-Based Lessons

Start with a real-world question: “Why do bridges curve upward?”
Guide exploration: Provide data or simple models.
Encourage hypothesis building: Let students predict results.
Test and reflect: Compare theory with outcomes.
Connect to a broader issue: Tie to engineering safety or material science.

Inquiry-based teaching turns passive learners into problem-solvers — essential for STEM’s future innovators.

Collaboration Beyond Borders

Join online communities like Coursera for Teachers and UNESCO’s Global Education Coalition to exchange STEM projects with peers worldwide. Teachers from Kenya to Malaysia share free, adaptable lesson ideas that can fit any national curriculum.

Featured Resource: The Edutopia Toolkit

One standout support hub for teachers is Edutopia’s STEM Teaching Toolkit. It provides short guides on inquiry learning, digital literacy integration, and practical classroom management techniques — especially valuable for educators in multilingual or resource-limited environments.

FAQ — Quick Answers for Teachers

Q1: How can I teach STEM effectively without advanced lab equipment?
Use open-source simulations like PhET Interactive Simulations or real-world materials — bottle rockets, cardboard bridges, soil samples.

Q2: My students speak multiple languages. How do I make lessons accessible?
Use diagrams, gestures, bilingual keywords, and group interpretation. Visuals transcend vocabulary barriers.

Q3: How can I link STEM to creativity?
Encourage students to design — code an app, create eco-solutions, or model prototypes. Creativity drives lasting understanding.

Teaching STEM outside the U.S. requires adaptability, imagination, and relevance. When teachers combine real-life examples, visual storytelling, and structured organization, students don’t just learn equations — they learn possibility. STEM isn’t just about science. It’s about curiosity — and the courage to ask better questions.

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10 months 2 weeks ago

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From Silos to Synergy: Cross-Curricular Projects That Bring Math to Life

Thu, 20 Nov 2025 11:02:04 +0000

In many classrooms, mathematics is often viewed as a subject of numbers and formulas—taught in isolation from the world students live in. Yet, when curiosity enters the room, learning transforms.

“The important thing is not to stop questioning. Curiosity has its own reason for existing.” – Albert Einstein

As an educator, my passion has always been to help students not only understand mathematics but to love it. For me, teaching maths was never about worksheets alone; it was about showing learners how numbers come alive in their surroundings. That belief took me beyond classroom walls into projects that connected mathematics with art, science, and real life.

Planting Maths and Painting Water Tanks

Planting Maths – Students explored the growth cycle of plants while applying measurements, ratios, and data collection. They learned how maths shapes the way we record and interpret nature. This project also helped address the challenge of morning routines, where student attendance was an issue. The responsibility of nurturing and recording plant growth motivated learners, and as a result, attendance reached 100% early in the morning.

Painting a Water Tank – Here, creativity met geometry. Students calculated surface areas and patterns, then transformed them into vibrant designs, discovering how mathematics influences art and architecture.

Challenges and Determination

Many teachers say, “We don’t have time for such projects.” And it’s true—projects require planning, safety considerations, and often, external approvals. In my case, I reached out to the school management and even wrote to the ministry to ensure everything was safe and feasible.

But my conviction was clear: when a teacher’s passion shines, it reflects in the classroom.

“Curiosity is the wick in the candle of learning.” – William Arthur Ward

With persistence, what seemed impossible turned into experiences my students will never forget.

Why Innovation Matters in Project-Based Learning

Project-Based Learning (PBL) is built on the belief that students learn best when they apply knowledge to real-world situations. Innovative projects like “Planting Maths” and “Painting a Water Tank” bring the Gold Standard PBL framework to life.

They enable students to:
- Gain key knowledge by connecting abstract concepts to concrete applications.
- Develop deeper understanding by exploring how subjects overlap.
- Build success skills such as collaboration, creativity, and problem-solving.

When projects are innovative, they don’t just tick curriculum boxes—they create cultures of curiosity and engagement.

Building a Culture of Curiosity

In both projects, I witnessed something remarkable: students were not just completing tasks, they were eager to explore, motivated to ask questions, and proud to share their work. Curiosity led them to engagement, engagement deepened their understanding, and understanding gave them confidence.

“Great teaching is not about covering content—it is about uncovering connections.”

For multilingual learners, especially, this approach was transformative. They could see and feel mathematics in action, making abstract ideas tangible. It was no longer about memorising; it was about discovering.

Universal Design for Learning: Not One Size Fits All

Another essential layer to this philosophy is the Universal Design for Learning (UDL) approach. UDL reminds us that teaching cannot be a one-size-fits-all model. Every student brings unique strengths, interests, and challenges into the classroom. By providing multiple ways to engage, represent, and express learning, we ensure that projects remain inclusive. Whether it was through visual art, hands-on measurements, or collaborative teamwork, each learner found an entry point to connect with the project. In this way, curiosity was not limited to a few—it was nurtured for all.

Breaking Down Silos & Building Holistic Learning
One of the biggest challenges in traditional education is the 'siloing' of subjects—maths, science, art, and language each taught separately. This fragmentation limits students’ ability to see how ideas connect, and reduces real-world relevance. Embracing a cross-curricular approach, where teachers collaborate on curriculum design and projects intentionally draw together multiple subjects, fosters holistic understanding. Students develop stronger critical thinking and creativity, as they are invited to analyse, synthesise, and apply knowledge across disciplines. When learners see the relevance of what they study, not just in one isolated area but in many, motivation skyrockets.

Beyond the Classroom Walls

Teaching beyond the classroom walls taught me an important lesson: learning is most powerful when it connects. Mathematics cannot be separated from science, just as art cannot be divorced from design. Knowledge lives in the intersections, and when we allow students to explore those intersections, learning becomes an experience that lasts.

For me as a teacher, these projects were not simply lessons—they were expressions of passion and purpose. They proved that nothing is impossible if curiosity is nurtured, innovation is embraced, and passion is allowed to lead.

Because in the end, great teaching is not about covering content, it is about uncovering connections.

By Rubina Akhtar

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11 months 1 week ago

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Game On! How Gaming Boosts Learning (And How to Do It Right)

Millie Sherwood — Tue, 08 Jul 2025 13:32:03 +0000

Level 1: Cognitive & Academic Benefits

1. Boosting STEM Skills Through Play Games turn abstract concepts into interactive challenges.

For example:
•   Mangahigh transforms math practice into engaging game-based challenges with adaptive learning.
•   Quizizz and Kahoot! make test prep competitive and fun with live leaderboards and memes.
•   Scratch introduces coding logic through game creation.
Research Insight: A 2022 study in the International Journal of STEM Education found that students using game-based learning in math showed 20% higher problem-solving accuracy than peers in traditional lessons.

2. Leveling Up Literacy & Creativity
Narrative-driven games strengthen language skills:
•   Storybird lets students create visual stories, boosting writing skills.
•   Scrabble and Bananagrams reinforce vocabulary in a competitive, engaging format.
•   AI-powered tools like Duolingo gamify language learning with streaks and rewards.

3. Critical Thinking & Strategy
Games require players to analyze, adapt, and persevere:
•   Chess teaches foresight and planning.
•   Escape room-style puzzles develop teamwork and logic.
•   Classroom role-playing (e.g., mock trials) builds debate skills.
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Level 2: Social & Emotional Perks

1. Teamwork & Communication
Live quiz games like Kahoot! or Quizizz require students to:
•   Collaborate in teams.
•   Think quickly under pressure.
•   Celebrate each other’s successes.

2. Resilience & Growth Mindset
In games, failure is a step toward mastery. A student who misses a question in Quizizz can learn from mistakes and try again.

3. Motivation Through Gamification
Simple mechanics like points, badges, and leaderboards (e.g., Classcraft or Kahoot!) increase participation. A University of Toronto study found gamified lessons improved student attendance by 34%.
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Level 3: Games in Action—Digital, Traditional, and Classroom Adaptations

Game Type - Digital
Example - Quizizz, Kahoot!
Educational Use - Live quizzes for instant feedback

Game Type - Traditional
Example - Chess
Educational Use - Logic and patience

Game Type - Classroom
Example - Mangahigh challenges
Educational Use - Adaptive math practice

Game Type - Hybrid
Example - Quizlet Live
Educational Use - Collaborative vocabulary review

Quick Classroom Idea: Use Kahoot!’s team mode to turn test review into a collaborative competition.
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Boss Battle: Addressing Concerns
While gaming has clear benefits, educators often worry about:

1. Screen Time & Distraction
• Solution: Balance digital games with offline activities. Use tools like Mangahigh for focused practice, then switch to hands-on projects.

2. Cyberbullying & Safety
• Solution: Teach digital citizenship early. Games like Kind Kingdom (from Common Sense Education) model empathy and online etiquette.

3. FOMO & Overstimulation
• Solution: Set clear objectives (e.g., “Today, we’ll use Quizizz to review—top 3 scorers earn a bonus point”).
Pro Tip: Common Sense Education offers free, ready-to-use lesson plans on balancing gaming’s risks and rewards, involving families as stakeholders.
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Game Over? No—Game Continues!
Games aren’t a magic fix, but they’re a dynamic tool to meet students where they are. Start small:

1.   Try one game-based lesson (e.g., a Kahoot! quiz).
2.   Mix digital and Traditional hands-on games (e.g., follow a Mangahigh challenge with a Sudoku).
3.   Engage parents with resources like Common Sense Education’s Family Toolkit.

The goal isn’t just to play—it’s to play with purpose.

Ready to power up your classroom? Press start.

By Maha Sousak

Posted date

1 year 3 months ago

First paragraph

Introduction: Press Start to Learn

Imagine a classroom where students eagerly solve math problems to earn rewards in Mangahigh, compete in live quizzes on Quizizz, or collaborate in a fast-paced Kahoot! challenge. This isn’t just fun—it’s game-based learning, a powerful educational approach that bridges engagement and achievement.

Once dismissed as mere entertainment, games—both digital and traditional—are now recognized for their ability to enhance cognitive skills, foster collaboration, and make complex concepts tangible. But like any tool, their effectiveness depends on how they’re used.

This article explores:
•   The academic and social-emotional benefits of gaming in education.
•   Practical examples—from Quizizz to chess—that teachers can adapt.
•   How to address concerns like screen time and cyberbullying with resources like Common Sense Education.

Let’s hit play.
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