Middle East

Digital Strategy for a Growing School Group

Thu, 06 Nov 2025 09:46:43 +0000

Victoria International School of Sharjah (VISS) was founded in 2007 with the support and vision of His Highness Sheikh Dr. Sultan bin Muhammad Al Qasimi, the Ruler of Sharjah. In collaboration with the Victorian Government of Australia, VISS aimed to establish a lighthouse international school in Sharjah. By 2021, VISS had become an established K-12 school, running the Victorian/Australian Curriculum and leading into the International Baccalaureate Diploma Programme. Notably, the school consistently exceeded the world average diploma score.

Recognizing the strength and expertise of VISS, His Highness decided to expand its reach across Sharjah. In 2021, VISS established VISS Regional Schools in Mileiha, Khorfakkan, and Kalba. Additionally, a new VISS premium school was opened in Tilal in 2023. These expansions marked the birth of the VISS group.

The original campus in Al Taawun, Sharjah City, was designed with technology in mind. In 2012, VISS launched one of the first iPad programs in the United Arab Emirates. The school continued to innovate and expand its digital strategy in various areas, including learning platforms, virtual reality, and coding.

However, VISS faced two challenges that are common to international schools. Firstly, maintaining a high staff retention rate was a challenge. While VISS Al Taawun had a good staff retention rate for an international school, key staff members inevitably moved on. This posed a challenge in ensuring that the level of expertise in the field remained consistent.

The primary challenge was establishing the group and maintaining the desired level of expertise, particularly in effectively utilizing digital technologies in the classroom. Clearly, the top priority for new schools is to provide buildings and teachers. These new schools were designed as premium school buildings with education at the forefront of their architecture. Since regional schools primarily cater to Emirati students, they have a different fee structure. However, the standard of teachers and the curriculum remain consistent across all VISS schools.

The new schools benefited from the expertise gained over nearly 20 years of premium education in Sharjah. Additionally, they shared and implemented policies and practices that could be replicated and implemented elsewhere. The curriculum encompassed policies related to technology, including platforms, school Management Information Systems (MIS), and devices. While all teachers were provided with MacBooks, students from Grade 4 brought their iPads. iPad trolleys were also made available for younger students. However, upskilling new staff and sustaining a professional development program in this area proved challenging, as anyone who has been involved in starting a new school can attest.

Now that the new schools are established, and considering the upcoming expansion of the VISS Group, it’s an opportune moment to review the strategy for the future. It’s worth noting that, like the new schools, the VISS Group is a new and growing organization. The original ‘group’ was formed by leveraging the expertise of the staff at the original campus. Indeed, even now, approximately half of the group team originally worked at VISS Al Taawun. Combined with some excellent external appointments, the group boasts a good mix of contextualized expert knowledge.

The team is lean and always has a lot to do. However, the Group has recognized the need to consolidate and refresh its approach to digital learning across all its schools.

So, what are our goals? First, we need to establish our current position and our desired future. We have valuable experience from our previous campus, so we know what good practice looks like. After a brief evaluation, we’ve decided that iPads will remain our main program.

Another important issue is to determine how much digital strategy is mandated by the Group and how much is contextualized and governed by individual campuses.

To start, we appointed digital ambassadors for each campus. These representatives were carefully selected to be both leaders and current classroom practitioners. As the Group lead on this, I reached out to Apple Middle East and their Education Lead, Chaltham Ali. She was incredibly supportive and arranged training for us, the Group team, and our campus principals. She also helped us connect with partners who can support our journey in the future.

Once we’ve made key decisions about our vision, we need to implement them. While certain policies are set at the Group level, each school sets its own vision based on its context and team. Schools will continue to access training and build capacity within their campuses to ensure that if key staff move on, the strategy remains sustainable and continues to benefit students from the resources they have.

Finally, monitoring at the Group level will allow us to share our expertise with new campuses as they open. This way, they can open with their digital strategy embedded, and new teachers can hit the ground running.

Jim Stearns
Deputy Director of Schools
Victoria International Schools of Sharjah

Posted date

5 months 3 weeks ago

Regions

Middle East

Rate

Top story

Article main topic

Leadership Strategy and Skills

Redirected

Off

Moved to features

Off

Lead image:

New batch

Off

redirected

Off

Bridging the Gap: Preparing High Schoolers for Higher Education at Al Hekma International School

Thu, 06 Nov 2025 09:26:11 +0000

In today’s rapidly evolving world, higher education no longer begins at university gates, it begins in high school. The transition from school to university is one of the most defining milestones in a student’s life, demanding academic readiness, emotional maturity, and a clear sense of direction. At Al Hekma International School Bahrain (AHIS), we prepare our students for this next chapter long before they step into lecture halls.

For over four decades, Al Hekma has cultivated generations of learners equipped with the mindset, skills, and global awareness needed to thrive beyond graduation. Our approach to higher education readiness goes beyond academics; it is a framework that combines rigorous programs, personalized university counseling, experiential learning, and character development, ensuring our students are ready not only for college but for life.

A Culture of Academic Rigor and Excellence

Academic preparedness forms the foundation of our higher education philosophy. At AHIS, we offer both the International Baccalaureate (IB) Diploma Programme (DP) and the American Diploma, allowing students to pursue pathways aligned with their aspirations, whether they aim for local universities or top-tier global institutions.

Our IB Diploma Programme encourages critical thinking, research, and global understanding. From Extended Essays to Theory of Knowledge discussions, students develop the intellectual discipline and inquiry-based mindset universities seek.

Alongside IB, our Advanced Placement (AP) and Honors courses offer an equally rigorous track, exposing students to advanced content and university-style expectations. Whether through AP Calculus, Honors English, or IB Biology HL, learners are challenged to think deeply and independently , developing the resilience, focus, and curiosity that define long-term success.

Comprehensive University and Career Counseling

Transitioning to higher education is as much about guidance as it is about grades. At AHIS, our University Counseling Department plays a pivotal role in supporting students and families throughout every stage of the application process.

From Grade 9 onward, students receive structured counseling sessions that help them explore strengths, interests, and career pathways. Through one-on-one meetings, workshops, and parent consultations, our counselors guide them in course selection, standardized testing, and university applications.

Parental engagement is equally vital. By hosting regular parent sessions, we keep families informed about admission requirements, timelines, and scholarships, ensuring confident, well-planned decisions. Counselors also coordinate with subject heads to align students’ academic and extracurricular portfolios with their chosen fields , whether medicine, business, engineering, or the arts.

University Fairs, Career Talks, and Real-World Exposure

To bridge the gap between classroom learning and real-world experience, AHIS organizes university fairs, career days, and guest speaker sessions that expose students to higher education options both locally and internationally.

Representatives from leading universities across Bahrain, the GCC, Europe, and North America visit our campus annually, engaging directly with students about programs, scholarships, and student life. Meanwhile, career talks and professional panels connect learners with experts — from engineers and doctors to entrepreneurs and diplomats — offering first-hand insights into career paths and university majors.

We also take learning beyond school walls. Students aspiring to study medicine visit hospitals and complete community service hours in healthcare environments. Those interested in engineering, business, or design attend site visits, workshops, and internships, allowing them to experience their future fields up close. These opportunities inspire ambition, clarify goals, and strengthen readiness for university life.

STREAM, Entrepreneurship, and AI: Skills for the Future

At Al Hekma, we recognize that higher education success now requires more than academic strength. The modern university landscape values innovation, adaptability, and technological fluency — and our programs reflect exactly that.

Our STREAM program (Science, Technology, Research, Engineering, Arts, and Math) integrates disciplines to nurture curiosity and creative problem-solving. Students engage in hands-on projects ,from designing sustainable solutions in our permaculture educational garden and green house to developing eco-initiatives under the Eco-Schools Bahrain and UNESCO frameworks , gaining research and leadership skills that extend well beyond school.

Equally strong is our Entrepreneurship and Business Education program, which cultivates innovation, teamwork, and financial literacy. Students learn to create business plans, manage projects, and pitch ideas, giving them practical exposure that prepares them for both business majors and real-world leadership.

Moreover, AHIS has taken significant steps in advancing Artificial Intelligence and digital literacy learning. As a proud member of RAIL (Responsible Artificial Intelligence and Learning) the school continues to integrate cutting-edge technologies into learning. Through AI awareness sessions, coding workshops, and applied digital projects, students develop the analytical and ethical understanding essential for future university studies and modern workplaces.

Together, these programs form a future-focused ecosystem where students learn to think critically, act innovatively, and lead responsibly.

Holistic Support and Wellbeing

Higher education readiness also depends on emotional strength and self-awareness. Our Counseling and Student Support Services ensure every learner feels supported through mentorship, time management workshops, and wellness sessions that build confidence and resilience.

The leadership team and teachers work collaboratively to identify and assist students who need academic or emotional support. By nurturing empathy, accountability, and balance, we ensure that AHIS students not only excel in their studies but also carry strong moral and emotional foundations into university life.

A Proven Record of Success

The achievements of AHIS graduates stand as testament to this holistic preparation. Our alumni gain admission into prestigious universities in Bahrain and abroad, in the UK, US, Canada, and the UAE, and often return to mentor current students. Their success in diverse fields such as medicine, engineering, business, and environmental sciences reflects the enduring values of determination, curiosity, and integrity that define the AHIS experience.

More Than Preparation — Empowerment

At Al Hekma International School, preparing students for higher education is more than a process; it is a philosophy rooted in empowerment. We don’t just equip students with qualifications, we cultivate adaptable thinkers, compassionate leaders, and lifelong learners ready to thrive in a globalized world.

As education continues to transform, our mission remains steadfast: to ensure every student leaves AHIS ready not only for higher education but for meaningful impact. In every sense, we are not just bridging the gap, we are building the bridge.

By Rasha Al-Najjar, Assistant Principal – Middle & High School, Al Hekma International School, Bahrain

Posted date

5 months 3 weeks ago

Regions

Middle East

Rate

Top story

Article main topic

Higher Education

Redirected

Off

Moved to features

Off

Lead image:

New batch

Off

redirected

Off

Trends in Arabic Learning in EYFS Settings in 2025

Wed, 10 Sep 2025 10:24:06 +0000

In 2025, the United Arab Emirates (UAE) is witnessing a transformative shift in early childhood education, with a renewed emphasis on Arabic language acquisition in Early Years Foundation Stage (EYFS) settings. This initiative aligns with the UAE's broader vision to preserve its cultural heritage while preparing young learners for a globalized future. In 2025, the Early Years Foundation Stage (EYFS) has taken significant strides in embedding Arabic learning meaningfully into early childhood education. Across schools, Arabic is no longer seen as an additional subject but as an integral part of children’s daily experiences. This shift reflects the growing recognition that introducing languages at an early age fosters stronger communication skills, cultural awareness, and cognitive development.

1. Policy Mandates and Institutional Support

Starting September 2025, the Knowledge and Human Development Authority (KHDA) in Dubai has mandated that all private schools and early childhood centers integrate Arabic language education for children aged four to six years. This policy is part of a phased approach, with future phases extending Arabic language education to children from birth to six years The UAE Ministry of Education has also introduced guidelines requiring private kindergartens to allocate a minimum of 200 minutes per week to Arabic language instruction, with plans to increase this to 300 minutes per week by the 2027–2028 academic year.

2. Play-Based and Experiential Learning Approaches

EYFS settings in Dubai are embracing play-based methodologies to teach Arabic. Classrooms are designed to be immersive environments where Arabic is the medium of instruction during playtime. For instance, role-play areas may simulate traditional souks, allowing children to engage in Arabic conversations while "shopping" for goods. Such activities not only enhance language skills but also provide cultural context. In EYFS classrooms, Arabic is increasingly taught through play-based approaches. Teachers are integrating Arabic into role play corners, storytelling, and song, making the language accessible and fun. Children might count in Arabic while playing shop, sing traditional rhymes during circle time, or engage with puppets that “speak” Arabic, all of which promote natural language acquisition. A key trend in 2025 is linking Arabic learning with movement and hands-on activities. For example, children may jump on numbered mats to learn Arabic numerals, use sensory trays to form Arabic letters, or take part in outdoor treasure hunts guided by Arabic clues. These experiences make the language active and memorable. The heart of EYFS lies in play, and in 2025, Arabic teaching is moving towards rich, playful experiences. Teachers are embedding Arabic into everyday play contexts where children can use the language naturally. For example:

•   Role-play corners may become a mini Arabic souk, where children use Arabic numbers, greetings, and simple phrases while “shopping.”
•   Puppet shows bring characters to life in Arabic conversations, encouraging children to repeat and role-play in response.
•   Board and floor games are redesigned with Arabic vocabulary, helping children associate fun and movement with language learning.

By experiencing Arabic in meaningful contexts, children begin to see the language as a living, useful tool rather than just a subject. Schools are introducing Arabic literacy through multisensory and phonics-inspired methods. Children begin by recognizing the unique shapes and sounds of Arabic letters in playful ways—forming letters with playdough, spotting them in nature walks, or matching sounds to images. Teachers gradually introduce writing through large motor movements (air-writing) before moving to fine motor tasks (whiteboards, tracing).This approach ensures that children build a strong and positive foundation in Arabic reading and writing, which supports smoother progression in later years.

Young children learn best when their bodies and senses are actively engaged. EYFS classrooms are now using physical movement and tactile experiences to make Arabic memorable. Examples include:

•   Jumping across stepping stones labeled with Arabic numbers.
•   Tracing Arabic letters in sand, shaving foam, or clay.
•   Following simple Arabic instructions during action songs or mindfulness sessions.

These approaches harness children’s natural energy and curiosity, making learning both active and enjoyable while strengthening fine and gross motor skills.

3. Integration of Technology in Arabic Language Learning

The integration of technology is a significant trend in UAE's EYFS settings. Educators are utilizing digital tools and applications to support Arabic language acquisition. Interactive storytelling apps, Arabic language games, and digital flashcards are employed to make learning engaging and accessible, especially for non-native Arabic speakers. Interactive technology is playing a supportive role. Augmented reality apps, digital flashcards, and AI-driven storytelling platforms allow children to hear authentic Arabic pronunciation and engage with interactive stories. Technology provides multisensory exposure, especially for children from non-Arabic-speaking homes. Importantly, the focus is on balance: technology is used as a partner to enhance—not replace—human interaction.

4. Emphasis on Early Literacy and Oracy Skills

There is a concerted effort to develop both literacy and oracy skills in Arabic from an early age. EYFS curricula in Dubai incorporate activities that promote listening, speaking, reading, and writing in Arabic. Children engage in storytelling sessions, sing Arabic songs, and participate in group discussions, all aimed at building a strong foundation in the language. Many EYFS classrooms are embracing bilingual signage, routines, and displays. Everyday instructions such as “sit down,” “line up,” or “thank you” are introduced in Arabic alongside English. Visual prompts and dual-language labels create immersive exposure and normalize the use of Arabic in daily school life. Phonics-style approaches to Arabic are gaining ground in EYFS. Children are introduced to the shapes and sounds of Arabic letters through tactile activities—sand writing, clay modeling, and interactive wall charts—before moving to more structured reading and writing in later years. This gradual, multi-sensory approach builds a solid foundation for literacy.

Another major trend is the design of bilingual environments. Classrooms in 2025 often display dual-language labels for everyday objects—door, chair, book—so children constantly see and hear both English and Arabic. Morning routines, circle time greetings, and even snack times include Arabic words and phrases. This immersive exposure normalizes Arabic in daily interactions and helps children develop confidence in using it naturally. For bilingual children, it strengthens both languages, and for non-Arabic speakers, it builds curiosity and acceptance.

Storytelling remains one of the most powerful tools in early language development. In 2025, Arabic children’s literature is more widely available, and schools are investing in libraries filled with high-quality Arabic picture books, rhymes, and folk tales. Story sessions are no longer limited to “language lessons” but woven into daily routines. Through stories, children not only acquire vocabulary but also connect with values, traditions, and the beauty of Arabic expression. Teachers are also blending storytelling with drama and role-play, encouraging children to act out characters, repeat key phrases, and bring Arabic words to life.

An emerging trend is linking Arabic learning with environmental education. EYFS classrooms are weaving eco-literacy with language—for example, children learn Arabic words for plants, animals, and natural materials while tending to school gardens. This not only strengthens vocabulary but also connects language with real-life responsibility.

5. Cultural Immersion and Identity Formation

Arabic language education in EYFS settings is closely tied to cultural immersion. Children are introduced to Arabic traditions, festivals, and customs through storytelling, music, and art. This approach not only enhances language skills but also fosters a sense of identity and belonging among young learners. One of the most powerful aspects of Arabic in EYFS is its role in shaping identity and belonging. For Arab children, hearing and using their mother tongue in school reinforces pride in their culture and heritage. For non-Arab children, exposure to Arabic builds empathy, respect, and curiosity about others. Schools are increasingly mindful of integrating Arabic into wellbeing practices—for example, teaching simple Arabic words for emotions, using calming Arabic rhymes during transitions, and celebrating cultural events that make children feel included and valued.

6. Professional Development for Educators

To effectively implement Arabic language education, there is a focus on professional development for educators. The KHDA has introduced the "Guide to the Policy on Arabic Language Provision in Early Childhood Education," which provides educators with strategies to integrate Arabic into daily routines and activities. Additionally, there is an emphasis on recruiting qualified Arabic-speaking educators to ensure high-quality language instruction.

7. Parental Involvement and Community Engagement

Recognizing the role of families in language development, EYFS settings in Dubai encourage parental involvement. Schools organize workshops and events where parents can learn strategies to support Arabic language learning at home. Community engagement initiatives also include inviting local Arabic-speaking community members to share stories and traditions, enriching the children's learning experiences. Schools are placing strong emphasis on Arabic literature for children. Picture books and folk tales in Arabic are shared daily, helping children develop vocabulary while connecting with culture and tradition. Celebrating Arabic festivals and heritage days also reinforces pride in the language and deepens children’s understanding of their community. Parental involvement is a central feature of Arabic in EYFS settings. Schools are encouraging families to share stories, songs, and traditions in Arabic, bridging the gap between home and school. Bilingual workshops and family story sessions ensure that learning extends beyond the classroom and fosters a community of shared language. Parents and families are key partners in Arabic learning. In 2025, many schools are holding family Arabic workshops, where parents learn strategies to support Arabic at home, even if Arabic is not their first language. Schools also invite parents to read Arabic stories, share traditional songs, or participate in cultural celebrations with children. This approach bridges home and school, ensuring children experience Arabic as a shared community effort rather than an isolated classroom subject.

8. Alignment with National Educational Goals

The emphasis on Arabic language education in EYFS settings aligns with the UAE's national educational goals. The Ministry of Education's initiatives aim to strengthen Arabic language proficiency among young learners, ensuring that they are well-equipped to participate in the nation's cultural and civic life. This academic year 2025 marks a pivotal moment in the UAE's commitment to Arabic language education in early childhood. Through policy mandates, innovative teaching approaches, and community involvement, EYFS settings in Dubai and across the UAE are laying the groundwork for a generation of bilingual children who are not only proficient in Arabic but also deeply connected to their cultural heritage. By weaving the language into everyday routines, stories, play, and celebrations, schools are giving children not only the gift of communication but also a strong sense of identity and belonging. These early foundations ensure that Arabic is not just learned but lived, setting children up for long-term success in both language and cultural appreciation.

The integration of Arabic in EYFS settings in 2025 reflects a broader shift in education: the recognition that language learning in the early years must be holistic, playful, and identity-driven. By embedding Arabic into stories, play, daily routines, and community life, schools are nurturing children who are not only bilingual but also culturally grounded, confident, and curious learners. Arabic in the early years is no longer just about mastering letters and sounds—it is about building bridges between language, culture, and the child’s sense of self. With these trends shaping classrooms, the future looks bright for early bilingual education in EYFS.

By Remediana Dias

Posted date

7 months 2 weeks ago

Regions

Middle East

Rate

Top story

Article main topic

Early Years Education

Future Learning & Trends

Redirected

Off

Moved to features

Off

Lead image:

New batch

Off

redirected

Off

Belonging Through Language: Building Inclusive Schools

Tue, 09 Sep 2025 13:39:47 +0000

One moment that has stayed with me throughout my work with multilingual children happened at Kensington Primary School. A new family had just arrived, originally from South India, and they spoke three languages. During our introduction, the parents reassured me that, on the advice of their previous school, they would only speak English at home. Their little boy, just six years old, sat colouring quietly beside us but kept shouting out random English words—almost as if he needed to prove that he belonged. Both parents were highly educated, working in the tech industry, and were fluent Malayalam speakers. Yet here they were, feeling the need to set aside their rich linguistic heritage because they thought it would benefit their child.

That moment crystallised something for me: belonging is not only about being present in a classroom, but also about being able to bring your full self into it. When families feel pressure to leave behind their languages, children lose part of who they are. And when schools don’t create space for pupils’ linguistic and cultural knowledge, we risk seeing only a fraction of the child in front of us.

As we step into a new academic year, belonging must sit at the heart of what we do. Our schools are increasingly diverse, reflecting a rich tapestry of languages, cultures, and experiences. This diversity is one of our greatest strengths—but it also calls us to be intentional. To unlock the full potential of every child, we must ensure classrooms are linguistically inclusive and that pupils feel their identities are recognised as valuable resources for learning.

A recent 2025 publication from UNESCO is a must-read for anyone working with multilingual children. It reminds us that “multilingual education is not just about language; it is about creating inclusive, equitable learning environments where linguistic and other forms of diversity are celebrated… Achieving this vision requires a radical transformation of education, from policy development to classroom practice.” These words speak directly about the task before us: belonging is not an optional extra, it is a matter of equity and excellence.

In the first weeks of term, relationships matter most. Before academic progress can flourish, pupils need to feel that they belong. This means giving them time and space to bring their languages, cultures, and life experiences into the classroom.

Consider This?

● When a new pupil arrives in your class, do they see or hear their language represented anywhere in the first week?

● What message do your school communications send to families about the value of their home language?

● Are classroom discussions and curriculum materials reflecting the lived experiences and cultures of the children in your care?

For a pupil who is adjusting—making friends, catching up with learning, and acquiring a new language—seeing their background reflected in school sends a powerful message: your identity is seen and valued here. This sense of recognition does more than welcome them; it lays the foundation for confidence, motivation, and belonging.

Practical ways this can look in the classroom:

● A maths word problem that uses familiar contexts (e.g. buying dates during Ramadan or sharing food at Eid) rather than abstract items.

● A class library that includes dual-language picture books or stories set in different parts of the world, reflecting pupils’ home cultures.

● A display board where children contribute greetings, proverbs, or phrases in their home languages alongside English.

These small but intentional acts send a big message: you belong here, and what you bring with you matters.

For those working in International Baccalaureate schools, this vision aligns closely with the new IB Language Tenets:

● Language variation, like multilingualism, is a right and a resource.

● Individuals’ linguistic repertoires are inextricably linked to their identities.

● Language development thrives in environments that, by design, embrace it.

These principles echo what UNESCO has highlighted and what we see daily in classrooms: linguistic inclusivity is not only about improving outcomes, but also about shaping environments where children thrive as whole individuals.

When children feel that they belong, they engage more deeply, take greater risks in learning, and persist when faced with challenges. Belonging becomes the bridge between identity and achievement. In schools that embrace this, pupils do more than learn—they flourish.

Actions for Schools: Placing Belonging at the Centre

● Map your school’s linguistic landscape: gather data on home languages and celebrate this diversity through everyday teaching, displays, assemblies, and resources.

● Integrate cultural contexts into learning: adapt word problems, stories, and classroom examples so pupils see their own worlds reflected in the curriculum.

● Partner with families: create opportunities for parents to share languages and traditions, and provide translated communication where possible.

● Value home languages as a strength: encourage children to use their first language as a tool for learning, through bilingual texts, glossaries, or peer support.

● Train staff in inclusive strategies: provide professional development on how language, identity, and belonging intersect in learning.

As we begin this new academic year in the GCC region, let us commit to placing belonging at the heart of our work. By valuing linguistic diversity, nurturing relationships, and seeing each pupil in their entirety, we create schools that are not just centres of learning, but communities of growth, connection, and hope.

By Soofia Amin — Specialist Lead in Education for Multilingualism

Posted date

7 months 2 weeks ago

Regions

Middle East

Rate

Top story

Article main topic

Learning Environment

Wellbeing

Redirected

Off

Moved to features

Off

Lead image:

New batch

Off

redirected

Off

Sustainability in UAE Schools: Challenges & Opportunities Post-COP28

Jihan Ali — Wed, 16 Apr 2025 10:35:32 +0000

Challenges and Strategic Solutions:

1.Lack of Climate Leadership and Strategic Vision

Many educational institutions take a passive stance on sustainability, often outsourcing reporting and related tasks. However, truly integrating sustainability requires active leadership commitment, a clear and shared roadmap, and dedicated personnel. Appointing roles such as Chief Sustainability Officers, sustainability managers, or Energy Managers can provide the necessary focus and expertise to develop measurable goals and action plans. These professionals are instrumental in driving initiatives, aligning the institution’s vision and mission with the UN Sustainable Development Goals (UNSDGs), and embedding sustainability into organizational assessments and performance metrics.

2. Need for Cross-Departmental Collaboration

Successful sustainability initiatives will need engagement and collaboration across departments, which are often hindered by siloed structures. Establishing a holistic sustainability roadmap that fosters collaboration and commitment across all levels is essential. Setting measurable internal targets encourages accountability and aligns different departments around shared sustainability goals

3. Perceived Financial Constraints In the UAE, sustainability initiatives can mistakenly be viewed as costly additions rather than investments. The initial mindset of high implementation costs can overshadow the long-term operational savings that sustainability provides, such as reduced energy and water consumption and improved health in built environments. Education institutions need clear communication and case studies highlighting long-term financial benefits, reinforcing sustainability as both economically prudent and environmentally responsible.

4. Institutional Cultural Shift Towards Sustainability

Effective sustainability education is intrinsically linked to institutional operational sustainability. Creating a cultural identity centered around sustainability enables students to become empowered sustainability leaders and entrepreneurs. Schools should operate as living labs, integrating student involvement with expert mentorship from staff, parents, and external sustainability professionals. This hands-on approach not only enhances student learning but also solidifies the institution’s commitment to sustainability practices.

5. Limited Funding for Retrofit Projects

Retrofitting existing buildings poses financial and logistical challenges in the UAE. Although funding mechanisms are still emerging, solutions like Cooling-as-a-Service as practiced in Abu Dhabi offer promising avenues to finance energy efficiency improvements, such as Building Management Systems (BMS), upgrading equipment and air balancing. Also, new building codes for existing structures are on the horizon — crucial for improving outdated designs and optimizing Energy Use Intensity (E.U.I.) and Water Use Intensity (W.U.I.) across the region.

6. Compliance and Inspection Challenges

In 2023, the Sharjah Private Education Authority (SPEA) introduced a Sustainability Rating Index for Early Years, encouraging institutions to self-assess and report on their current sustainability practices. This initiative is a positive step toward sparking meaningful conversations around sustainability in early education. To support this effort, more informational webinars and guidance resources on an ongoing basis would help make the process more inclusive and accessible for education stakeholders.

However, some current sustainability efforts still face challenges, particularly when they intersect with regulatory inspection requirements. For example, schools aiming to incorporate outdoor elements like sandpits or natural desert gardens often encounter resistance due to health and safety concerns. To bridge this gap, clear and supportive guidelines on sustainable landscape management are needed. These would empower schools to confidently embrace outdoor learning environments without compromising compliance.

7. Insufficient Teacher Training and Capacity

Though teacher training modules have been made available in some cases, it often takes a lot more time for teachers to be comfortable delivering complex topics like recycling, carbon emissions, and climate science. Continuous Professional Development (CPD) training sessions (approximately 30-40 hours) are necessary to build teacher competence. Moreover, schools should consider outsourcing specialized sustainability training to external experts who can provide focused workshops and curricular support, alleviating pressure on teaching staff.

8. Need for Specialized Sustainability Education

Expertise Sustainability topics are currently restricted primarily to geography and science classes, limiting interdisciplinary engagement. Significant gaps persist in key areas like effective pedagogical methods, planetary boundaries, climate justice, and indigenous ecological knowledge. Dedicated sustainability education experts can bridge this gap by developing extensive multidisciplinary curricula from early years through grade 12, cultivating long-term environmental stewardship as a fundamental life principle.

9. Enhancing Clarity in Climate Change Education

National and international educational boards must clearly define learning outcomes and effective teaching methodologies aligned with UNESCO's Green Curriculum guidelines. Schools need accessible, actionable programs like mangrove planting, beach clean-ups, recycling initiatives, and visits to conservation areas, reinforcing theoretical knowledge with practical community engagement.

In conclusion, addressing these challenges requires a systemic, multi-faceted approach involving dedicated sustainability leadership, cross-sector collaboration, strategic financial planning, regulatory clarity and support, robust teacher training, and comprehensive multidisciplinary curriculum development. As educational institutions in the UAE move forward with integrating sustainability, strategic, cohesive actions aligned with global sustainability standards will ensure meaningful, long-term success.

About the Author Priyanka is a seasoned sustainability professional with over a decade of experience driving sustainable education and integrating environmental strategies into businesses across the UAE and Canada. She specializes in advisory and strategy development, assisting businesses, schools, and organizations to align with global sustainability goals and best practices. For further details, please visit her website and LinkedIn page

Sources UNESCO-UNFCCC Webinar Series: https://unfccc.int/topics/action-for-climate-empowerment-children-and-youth/ace-hub/unesco-unfccc-webinar-series

Written by Priyanka Pandey, Sustainability Advisor and Climate Education Consulting Services

Posted date

1 year ago

Short title

Sustainability in UAE Schools: Challenges & Opportunities Post-COP28

First paragraph

Sustainability in education is gaining global prominence, underscored by initiatives such as UNESCO’s Greening Schools Program and localized efforts in the UAE including Sustainable Schools, BIG Green Lessons, E-Green Tool, Eco Schools, The Naha Platform, and SPEA’s Sustainability Rating Index for Early Years. These programs typically provide suggestive learning modules/activities and undertaking certain processes- reflecting a growing awareness and commitment to embedding sustainability in school operations and curricula. However, despite these promising steps, educational institutions in the UAE face significant challenges in deeply integrating sustainability.

Regions

Middle East

Rate

Top story

Article main topic

Sustainability

Redirected

Off

Moved to features

Off

Lead image:

New batch

Off

redirected

Off

GESS Talks Webinar 36 - Exploring opportunities in the K-12 Sector in Saudi Arabia and GCC Region

Millie Sherwood — Wed, 09 Apr 2025 14:03:35 +0000

Video section

webinars

Redirected

Off

Website section

Videos

GESS Talks Webinar 37 - Exploring opportunities in the K-12 Sector in Saudi Arabia

Jihan Ali — Tue, 01 Apr 2025 09:38:04 +0000

Our Speakers

Chairperson: Rachel Rogers, Head of Sales, ISC Research

Rachel has over 25 years’ experience in the education sector, having spent most of her career working in Edtech, supporting schools to realise the benefits of technology to support teaching and learning. Before joining ISC Research, Rachel led an international sales team at GL Education, selling to schools across the globe. ISC Outreach was a key tool for her team’s sales planning activities! After studying psychology at university, she has always been interested in how psychology is applied to organizations and businesses. She completed her Master's research looking at leadership across Multi multi-academy trusts.

Clemmie Stewart – Executive Principal Beech Hall School

Clemmie has enjoyed over 15 years in the education sector, having taught, led and supported in a variety of settings including state, independent, and academy schools. Clemmie has held roles such as Head of School and Senior Head of Prep Schools and Director of Learning and Teaching for Chatsworth Schools and Blenheim Schools. Now Executive Principal at Beech Hall School Riyadh, Clemmie is proud to be leading the first fully inclusive school in Riyadh, offering a holistic and innovative curriculum, enabling children to reach and unleash their potential.

She also supports educational staff to teach and lead with confidence, developing pedagogy and enhancing the curriculum on offer. In addition to this, she has delivered a TEDx talk on snowplough parenting, has co-hosted an educational podcast with Dr Emma Kell, and completed her Masters in Educational Leadership, alongside a Level 7 Apprenticeship. She has also written a book with Emma, looking at how educators can build effective and positive relationships with parents and carers. She has also been listed as one of Business Women in Educations Women to Watch list, in the Trailblazer category. She is also one of ISC's 20 Edruptors for 2024.

Helen Olds, Director of Schools, British International School Riyadh

Helen has 20 years of experience working in leadership positions in international schools in Asia and the Middle East, serving as Principal of the British International School Riyadh since 2019 before becoming Director of Schools for the BISR group in 2023. Her experience spans the 3-18 age range, including start-up schools through to the growth and development of well-established international schools. She has experience in both the for-profit and not-for-profit sectors, including single-campus and multi-campus models. She has broad experience across different curriculum models and is passionate about providing high-quality learning and co-curricular experiences for students, with a strong emphasis on student well-being. Additionally, she recognises the importance of high standards in international education, supporting this through leading/participating in BSO, CIS and WASC inspection/accreditation teams.

Paul McConnell - Deputy Director General, Riyadh Schools - Misk City

After graduating in 1995, Paul spent the first 15 years of his career teaching Physical Education in the North East of England. In 2009, he transitioned into international education, moving overseas with his wife and two daughters. He spent the first 8 years in Thailand before stepping into his first headship in Qatar, followed by leadership roles in China, Singapore, and currently, Saudi Arabia. Throughout his career, Paul has gained extensive experience in senior leadership across a diverse range of educational settings.

Paul has led schools using various curriculum models and is currently part of the dynamic team building 44 new schools across Saudi Arabia as part of the Riyadh Schools Group. These schools are adopting the US Common Core Standards in collaboration with National Geographic Learning.

As a leader, Paul’s driving force is the building and nurturing of highly effective teams. He thrives when others around him are flourishing, which likely stems from his early days in the PE department. Currently pursuing his NPQEL, Paul has also recently completed an accreditation visit for an American curriculum school in Dubai. Despite his busy schedule, he makes time to stay active with his family. His two daughters, who have both graduated, have followed in their parents’ footsteps and joined the teaching profession, proudly continuing the family tradition of "the best job in the world

Posted date

1 year ago

Short title

GESS Talks Webinar 37 - Exploring opportunities in the K-12 Sector in Saudi Arabia

First paragraph

Join Rachel Rogers for an insightful webinar that will delve into the dynamic landscape of the Gulf Cooperation Council region. Our panel of school leaders will provide you with insights into the exciting opportunities for education suppliers in the international school market in Saudi Arabia, highlight the key growth areas, and share valuable insights on how best to work with schools within the region. This webinar aims to equip you with the knowledge to tap into the vast potential of Saudi Arabia and the wider GCC region.

Regions

Middle East

Rate

Top story

Article main topic

Future Learning & Trends

Redirected

Off

Moved to features

Off

Lead image:

New batch

Off

redirected

Off

Beyond Awareness: Building Truly Inclusive Classrooms for Autistic Students in the UAE and Beyond

Jihan Ali — Tue, 25 Mar 2025 10:00:52 +0000

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by differences in communication, behavior, and sensory processing. Globally, there is growing awareness of the need for inclusive education that supports neurodiverse learners. In the UAE, initiatives such as the National Policy for Empowering People of Determination showcase a commitment to inclusive education. However, translating policy into practice requires educators to implement effective strategies to assist autistic students in mainstream classrooms.

Understanding Inclusion: Beyond Physical Presence

True inclusion goes beyond merely placing autistic students in mainstream classrooms; it involves ensuring their active participation and fostering a sense of belonging. The UAE’s policy aims to create an inclusive society for determined individuals and their families by offering services and facilities that meet their needs. This approach requires adapting teaching methods and school environments to address the diverse needs of all learners.

Creating Autism-Friendly Classrooms: Practical Strategies

1. Sensory-Friendly Learning Environments

Autistic students often experience sensory sensitivities that can impact their learning.

Educators can:

• Modify the Physical Environment: Adjust lighting, reduce noise levels, and arrange classroom layouts to minimize sensory overload. Research indicates that sensory-friendly “zones” can enhance participation for children with autism (Ashburner et al., 2014)

• Provide Quiet Spaces: Designate areas where students can retreat to regulate sensory input. A study highlighted the importance of sensory design in physical learning environments for autistic children (Mostafa, 2015).

2. Social-Emotional and Communication Supports Supporting the social and communication needs of autistic students is crucial. Strategies include:

• Implementing Peer Support Programs: Initiatives like “Circle of Friends” encourage peer interactions and social integration. Research has shown that such programs can positively impact the social acceptance of students with disabilities (Kalyva & Avramidis, 2005).

• Using Visual Supports: Employ visual schedules and cues to enhance understanding and predictability. Studies have demonstrated that visual supports can improve task performance in children with ASD (Knight et al., 2015)

3. Individualized Learning Approaches

Recognizing the unique strengths and challenges of each autistic student allows for tailored educational experiences.

Educators should:

• Differentiate Instruction: Adapt teaching methods to accommodate diverse learning styles and needs. A case study in the UAE emphasized the effectiveness of individualized approaches in inclusive settings (Anati, 2012).

• Incorporate Special Interests: Utilize students’ interests to engage them in learning. Research suggests that integrating special interests can enhance motivation and learning outcomes for students with ASD (Koegel et al., 2013).

The Role of Leadership: Fostering an Inclusive School Culture

School leaders play a pivotal role in promoting inclusion.

They can:

• Provide Professional Development: Offer training on autism-specific strategies and inclusive practices. A study in the UAE highlighted the need for professional development to support inclusive education (Bradshaw et al., 2018).

• Engage Families: Collaborate with parents and caregivers to create consistent support systems. Research underscores the importance of family engagement in successful inclusion (El Zein et al., 2014).

Case Study: Al Karamah Training Institute

The Al Karamah Training Institute (AKTI) in Abu Dhabi, established by the Abu Dhabi Department of Education and Knowledge (ADEK), was created to provide specialized vocational training for autistic students aged 15 and older. The institute envisioned workshops in electronics and robotics, culinary and hospitality, and creative arts, aimed at empowering students with skills for independent living and employment opportunities. This initiative sought to align with ADEK’s inclusion strategy and the broader Abu Dhabi Strategy for People of Determination (ADEK, 2019).

Future Directions in Autism Education: Embracing Innovation

The integration of technology offers new opportunities for supporting autistic students. Assistive technologies can enhance personalized learning experiences, while ongoing research and policy development are crucial for addressing the evolving needs of neurodiverse learners. For instance, interactive robotic frameworks have been created to facilitate sensory experiences for children with ASD (Javed et al., 2019).

Achieving true inclusion for autistic students requires a comprehensive approach that involves understanding, modifying the environment, offering individualized support, and committing to effective leadership. Educators should adopt neurodiversity-affirming practices and work with specialized institutions like AKTI to ensure all students thrive.

References

Abu Dhabi Department of Education and Knowledge. (2019). ADEK officially opens Al Karamah Training Institute for students of determination. Retrieved from https://www.adek.gov.ae/en/Media- Centre/News/ADEK-Officially-Opens-Al-Karamah-Training-Institute-for-Students-of-Determination

Anati, N. M. (2012). Including students with disabilities in UAE schools: A descriptive study. International Journal of Special Education, 27(2), 75–85.

Ashburner, J., Ziviani, J., & Rodger, S. (2014). Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders, 8(1), 18–27.

Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2018). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136-e1145.

El Zein, F., Solis, M., Vaughn, S., & McCulley, L. V. (2014). Reading comprehension interventions for students with autism spectrum disorders: A synthesis of research. Journal of Autism and Developmental Disorders, 44(6), 1303–1322.

Javed, H., Burns, R., Jeon, M., Howard, A. M., & Park, C. H. (2019). An interactive robotic framework to facilitate sensory experiences for children with ASD. arXiv preprint arXiv:1901.00885.

Kalyva, E., & Avramidis, E. (2005). Improving communication between children with autism and their peers through the ‘Circle of Friends’: A small-scale intervention study. Journal of Applied Research in Intellectual Disabilities, 18(3), 253-261.

Koegel, R. L., Ashbaugh, K., & Koegel, L. K. (2013). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International Journal of Speech-Language Pathology, 15(1), 96-101.

Knight, V., McKissick, B. R., & Saunders, A. (2015). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(6), 1571–1586.

Mostafa, M. (2015). An architecture for autism: Concepts of design intervention for the autistic user. International Journal of Architectural Research, 9(2), 1–17.

About the Author

Dr. Emanuel Vincent is an educational consultant with over 25 years of experience in special education, coaching, education policy, and leadership. At Pinkgrape Consulting (PGC), he collaborates with schools, policymakers, and organizations to promote inclusive learning environments, drive policy innovation, and develop sustainable leadership strategies that empower educators and learners worldwide. With a dedicated focus on equity and inclusion in special education, Dr. Vincent’s expertise has been shaped by his involvement in prestigious global education programs, including the Fulbright Program in Japan and the Carnegie Fellowship at Northeastern University, where he contributed to education initiatives and policy development on an international scale. A passionate advocate for educator growth, Dr. Vincent actively mentors professionals through the Association of International Educators and Leaders of Color (AIELOC) and shares insights as a Global Education Supply & Solutions (GESS) writer. His educational contributions have earned him numerous honors, including the Massachusetts Education Policy Fellowship, which recognizes his leadership in shaping impactful policies, and the Springfield College Writing Fellowship, highlighting his commitment to effective communication in education.

Dedicated to transforming education systems through innovation, equitable practices, and learner success, Dr. Vincent is a respected thought leader focused on creating inclusive and sustainable educational ecosystems. His efforts inspire and shape the future of global education.

Posted date

1 year 1 month ago

Short title

Beyond Awareness: Building Truly Inclusive Classrooms for Autistic Students in the UAE and Beyond

First paragraph

Despite increasing awareness of autism spectrum disorder (ASD), achieving true inclusion in educational settings remains a challenge. This article explores strategies for educators to create genuinely inclusive classrooms for autistic students, particularly within the context of the United Arab Emirates (UAE). It emphasizes the significance of understanding inclusion, designing autismfriendly environments, leadership roles, and future directions in autism education.

Regions

Middle East

Rate

Top story

Redirected

Off

Moved to features

Off

Lead image:

New batch

Off

redirected

Off

Creating a Positive Early Years Environment

Feedimporter — Wed, 10 Jul 2024 09:45:30 +0000

During these formative years, children's brains undergo rapid growth, making it a critical period for learning. Quality early childhood education programs provide stimulating environments that foster cognitive, language, and social-emotional development, equipping children with essential skills and attitudes. By promoting the development of socialization, emotional regulation, and problem-solving abilities, early years education prepares children for formal schooling and improves their school readiness. Moreover, its impact extends well beyond the early years, with research showing that participation in high-quality early education programs leads to long-term benefits such as higher educational attainment, better employment prospects, and improved overall mental and physical well-being. Early childhood education also contributes to narrowing achievement gaps and promoting equity by ensuring all children have access to quality education and support. Additionally, it encourages parental engagement, fostering positive parent-child interactions and strengthening the home-school partnership. In summary, investing in early childhood education is integral to building a solid foundation for children's lifelong learning, social-emotional development, and future opportunities.

Blossom Nurseries and Early Learning Centers embody the key features that contribute to a nurturing and enriching environment for young children and offer the best possible environment for early years learning. Firstly, we ensure the presence of highly qualified and trained early childhood educators who possess a deep understanding of child development and employ research-based teaching methods. These educators create a warm, safe, and inclusive atmosphere where children feel valued and supported. Secondly, the centers offer a well-rounded curriculum, based on the British Early Years Foundation Stage (EYFS) that integrates play-based learning, hands-on activities, and age-appropriate materials to foster children's cognitive, social, emotional, and physical development. The curriculum is flexible and responsive, tailored to meet the individual needs and interests of each child. Thirdly, at Blossom, we prioritize strong partnerships with families, recognizing the importance of involving parents as active participants in their child's education. Regular communication, parent-teacher conferences, and opportunities for family engagement are encouraged. Furthermore, all Blossom centers provide purpose-built and well-equipped learning environments that stimulate curiosity, imagination, and exploration. They offer ample opportunities for outdoor play, creative arts, and interactive learning experiences. Lastly, we continuously assess and improve our practices through ongoing professional development for our staff, and by staying abreast of the latest neuroscience research and best practice recommendations in early childhood education. By encompassing all these features Blossom Nurseries and Early Learning Centers strive to create a nurturing, engaging, and developmentally appropriate setting that supports the holistic growth and well-being of every child and provides the perfect foundation for their development and lifelong achievements.

Children learn best when they feel comfortable and happy in their environment and at Blossom we believe in providing an environment that will truly maximize each child’s development and learning opportunities. At our nurseries, every child and parent becomes part of our family. We believe our curriculum should reflect the children, families, and wider community within which we are located. At Blossom, we are continually developing our pedagogical approach in response to the realities of the modern-day world. Our modern approach to the EYFS curriculum creates opportunities for teachers to foster open-ended, child-led activities that harness the child’s intrinsic curiosities. Furthermore, we believe children are inherently connected to nature and at Blossom it is our pedagogical imperative to nurture this connection and we believe in providing an environment that is appropriate for enhancing each child’s development. It has been said that play is a child’s work. At Blossom we create opportunities for play, discovery, and exploration, to support each child’s individual growth and development. We believe each child is unique, and the educator’s role is to scaffold a child’s development at the pace suitable to them. When a child leaves our nursery to move to their next chapter of schooling, they will be a confident and curious learner with strengths in all areas of development including personal, social, and emotional, language and communication, numeracy, and literacy. We believe our role is to support not only a child’s overall development but also foster a lifelong love of learning!

At Blossom, we follow “In-the-moment planning” as it is highly relevant and valuable in the context of the latest findings in early childhood education and development. In early childhood, children are constantly learning and exploring their environment and in-the-moment planning allows Blossom educators and caregivers to respond to children's immediate needs, interests, and emerging opportunities for learning. Here's why this methodology is important in early childhood:

1. Individualized Learning: In-the-moment planning allows Blossom educators to tailor activities and experiences to meet the unique needs and interests of each child. By observing children's actions, interactions, and cues, educators can make spontaneous decisions to provide appropriate materials, guidance, and support that align with the child's current developmental stage and learning style.

2. Responsive Teaching: Young children's interests and attention spans can change quickly. In-the-moment planning helps educators adapt their teaching strategies and adjust the learning environment to maximize engagement and learning outcomes. It enables them to seize teachable moments, ask open-ended questions, and extend learning based on children's immediate experiences and inquiries.

3. Social-Emotional Development: In-the-moment planning supports social-emotional development in early childhood. Educators can use real-time situations and conflicts as opportunities to teach problem-solving skills, emotional regulation, and empathy. By addressing social situations as they arise, educators can guide children in navigating relationships and resolving conflicts.

We feel that all this demonstrates that at Blossom we are truly passionate about early years education and strive to always provide the best possible environment and learning opportunities for every single child in our nurseries. Our aim is always to give each child the best possible start in their learning and development journey.

Author: May Zalat, Head of Education Blossom Nurseries

She is an Early Childhood Professional, qualified trainer, and positive Discipline Parent Coach with 15 years of experience in teaching, managing nurseries, training & coaching educators & nursery managers. She wanted to work in early years education for as long as she can remember, as she believes that educators have a real impact on children's lives, one that lasts a lifetime.

Posted date

1 year 1 month ago

Short title

Early Years Education : Creating a positive learning environment

Short summary

Early Years Education : Creating a positive learning environment

Regions

Middle East

Reclaiming a Child-Centered Approach: The Timeless Relevance of the Froebelian Philosophy

Jihan Ali — Wed, 05 Mar 2025 11:29:19 +0000

One approach that has stood the test of time is the Froebelian Approach. Unlike many modern educational fads that come and go, this philosophy has been firmly established since the early 1800s. Friedrich Froebel, a pioneer in early childhood education, coined the term Kindergarten, meaning ‘children’s garden.’ This beautifully illustrates his belief that children, like plants, need a nurturing environment where they can grow, explore, and thrive at their own pace.

The Froebelian Approach is guided by fundamental principles that support a holistic and child-centred learning experience. Rather than viewing education as isolated subjects, Froebel emphasised interconnected learning through play and hands-on experiences. Play remains at the heart of this approach, as it is the most natural and effective way for children to learn. Whether through block building, storytelling, or imaginative role-play, play allows children to develop problem-solving, creativity, and communication skills.

Creativity and expression are equally important. Froebel believed that activities such as singing, drawing, and constructing help children develop self-confidence and a sense of agency. Unlike traditional teacher-led instruction, educators in a Froebelian setting act as facilitators who observe, guide, and nurture rather than dictate, allowing children to explore their interests independently.

Nature plays a central role in Froebel’s philosophy, advocating for outdoor learning and engagement with natural materials. Contemporary research continues to highlight the benefits of outdoor experiences on physical, emotional, and cognitive development. Beyond the classroom, Froebel also emphasised the importance of relationships between children, educators, families, and the wider community, fostering a strong sense of belonging and emotional well-being.

As an Early Years leader, consultant, and the only trainee Travelling Tutor working with the Froebel Trust in the UAE, I have dedicated my career to advocating for a child-centred approach that prioritises holistic development. When children are given the space, time, and resources to explore the world on their own terms, they become independent thinkers, confident communicators, and creative problem-solvers. They develop intrinsic motivation, resilience, and a love for learning that extends beyond the classroom

In an era dominated by standardised testing and rigid curriculums, it is easy to forget that young children learn best when they are engaged, curious, and free to explore. Overly structured education robs them of opportunities to develop essential life skills such as collaboration, innovation, and emotional intelligence. The Froebelian Approach reminds us that education is not just about academic performance but about nurturing well-rounded, capable individuals who can contribute meaningfully to society.

To further this vision, I have established the Froebel Network UAE, a community of like-minded educators committed to implementing the Froebelian philosophy in their classrooms, nurseries, and schools. The network serves as a platform for sharing knowledge, hosting training sessions, and supporting educators in adopting a child-centred, play-based curriculum.

As we navigate the complexities of modern Early Years education, we must not lose sight of what truly matters—the child. The Froebelian Approach provides a proven framework that nurtures children’s natural curiosity, creativity, and love for learning. By embracing play, nature, creativity, and meaningful relationships, we can create environments where children thrive.

I encourage educators to move away from fleeting trends and reconnect with time-tested principles that respect each child’s individuality, encourage exploration, and foster a lifelong passion for learning. If you are interested in learning more, I invite you to join the Froebel Network UAE and work together to ensure that Early Years education remains meaningful, joyful, and impactful for every child.

Written by Lisa Davage, Assistant Head, Arcadia School

Lisa is an Early Years consultant and leader, specialising in the Froebelian Approach. Her practice is deeply rooted in understanding the whole child and developing a holistic approach to learning with the child at the centre of all that she does. Lisa is passionate about nurturing each child's interests and igniting curiosity. Lisa leads a Froebel network in the UAE, fostering a community of educators dedicated to this philosophy.

Posted date

1 year 1 month ago

Short title

Reclaiming a Child-Centered Approach

First paragraph

In today’s fast-paced world of education, implementing an Early Years curriculum can feel overwhelming. New theories and trends constantly emerge, making it easy to lose sight of what truly matters—the child. However, at its core, Early Years education should always remain child-focused. Children today are still the innately curious, eager young learners they were two hundred years ago. Their fundamental interests and needs have not changed, and it is our responsibility as educators to ensure that we honour this by providing them with meaningful, developmentally appropriate learning experiences.

Regions

Rate

Top story

Article main topic

Early Years Education

Redirected

Off

Moved to features

Off

Lead image:

New batch

Off

redirected

Off