Higher Education

AI in Higher Education: Preserving Human Judgment, Care, and Context

Tue, 09 Jun 2026 13:20:51 +0000

Artificial intelligence is significantly changing the context within which educators operate. As universities and schools across the GCC region and globally adopt AI‑driven tools to support teaching and learning, enrollment, engagement and retention, the impact on students and their interaction with student support staff and educators is profound and in some cases alarming.

While technology continues to evolve at unprecedented speed, the fundamental mission of educators to support students’ academic, personal, and holistic success remains unchanged.

AI is already embedded in many aspects of student services and institutional operations across the region. As reported in Khaleej Times (Sircar, 25 February 2026), schools in the UAE are integrating AI into classrooms through supervised access, ethical prompting, and fact‑checking practices.

Beyond instructional use, AI‑powered systems are also employed to track student progress and support academic processes, a role that became particularly evident during periods when education shifted to remote learning models.

At the policy level, Qatar National Vision 2030 frames education as central to sustainable development through human capital formation, social cohesion, economic diversification, and environmental stewardship. MCIT’s National AI Strategy operationalizes this vision by prioritizing curriculum modernization, educator empowerment through AI-enabled tools, and research integration across higher education, supported by coordinated, cross-sector governance. Centralized oversight through an inter-ministerial AI committee has enabled coherent implementation, mitigating fragmented pilot approaches and supporting system-wide reform (Ahmed & Rezk, 2025).

Recent research on Saudi higher education highlights the growing role of artificial intelligence and big‑data analytics in supporting sustainable university development and data‑driven decision‑making. The study demonstrates that AI‑based predictive models can improve institutional planning, student support, and educational equity by enabling earlier identification of academic risks and more personalized learning pathways. However, it also emphasizes the importance of robust governance, capacity building, and data‑privacy safeguards to ensure responsible and effective implementation (Khan et al., 2025)

AI technologies are being applied to sensitive areas such as online proctoring and academic integrity assessment. While these tools can help maintain academic standards, their use emphasizes the need for careful governance and for student and educational affairs professionals to advocate for transparent, ethical, and student‑centered implementation.

In many cases, technology is created within cultural contexts that differ from those of its users, potentially introducing biases that impact data generation and the strategies used to support learners. While AI can enhance administrative functions and identify potential risks, it cannot interpret emotional cues, lived experiences, or cultural context, limitations that are particularly significant for English Language Learners. Effective advising and counseling therefore rely on human judgment, empathy, and culturally responsive engagement, as student affairs professionals contextualize data, engage students in meaningful dialogue, and design appropriate interventions. These human competencies remain essential, especially in diverse and global education contexts such as the GCC.

Therefore, it is critical to involve all stakeholders in the early stages of adopting new technologies to address their needs and challenges, as the ultimate goal of technology is to support the institution rather than create barriers or additional complications.

Institutions must recognize that technology alone does not guarantee improved outcomes. Ongoing professional development is essential to help academic professionals understand emerging technologies, apply them ethically, and use them critically rather than unquestioningly. As digital literacy, data interpretation, and cross‑functional collaboration become increasingly important, core values such as care, advocacy, and student‑centered practice remain non‑negotiable.

AI is not only changing tools; it is reshaping professional roles. Educational leaders are increasingly expected to be data‑informed leaders who can translate insights into action, collaborate across academic and administrative units, and contribute to institutional effectiveness and accreditation efforts.

It is of utmost importance for educators to preserve professional judgment and relational practice in an increasingly data‑driven environment. Student development is not linear, nor is it purely academic. Cultural context, mental health, family expectations, financial pressures, and identity all shape a student’s experience in ways that no algorithm can fully capture.

Rather than replacing human connection, AI should free professionals from administrative overload, allowing more time for high‑impact, relationship‑based work. The challenge lies in ensuring that institutions adopt technology in ways that reinforce, rather than compromise, this balance.

These ethical considerations continue to shape how AI is implemented across institutions.

One of the most pressing questions facing higher education today is not whether we will adopt AI, but how and why. When innovation is pursued without intention, it risks prioritizing efficiency over equity, speed over care, and automation over understanding.

Educators have a critical leadership role to play in asking the right questions: Does this technology improve access or create new barriers? Does it support student agency or reduce students to data points? Does it enhance our ability to care for students, or does it distance us from them?

The future of educators in a high‑tech AI era is not about choosing between technology and human connection. It is about integrating the two thoughtfully, ethically, and strategically in service of student success. AI has the potential to transform how we support students but only if guided by professionals who understand that data gains meaning through relationships, context, and care.

As we navigate this evolving landscape, the role of educators is more vital than ever: to support inclusive practices, advocate for responsible innovation, and ensure that, at the heart of every technological advancement, the student remains the central focus.

By Miriam Khalil

References

Sircar, N. (2026, February 25). Supervised access, ethical prompts and fact‑checking define how UAE schools are integrating artificial intelligence into classrooms. Khaleej Times.

Ahmed, A. M., & Rezk, L. M. (2025). *Charting Qatar’s AI‑enabled learning agenda: Policy vision, strategic investments, and early outcomes*. University of Oxford.

Khan, M. A., Rehman, A., Shah, A. A., Abbas, S., Alharbi, M., Ahmad, M., & Ghazal, T. M. (2025). Navigating the future of higher education in Saudi Arabia: Implementing AI, machine learning, and big data for sustainable university development. *Discover Sustainability, 6*, Article 495. https://doi.org/10.1007/s43621-025-01388-2

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Empowering Students and Parents in the Competitive University Application Journey

Thu, 06 Nov 2025 11:02:27 +0000

In today’s higher education landscape, applying to elite institutions, whether the Ivy League, Oxbridge, or other world-leading universities, has never been more competitive. Schools therefore need to prepare students with more than just excellent grades; they must also help them develop independence, resilience, and clarity about who they are and what they want. At North London Collegiate School Dubai (NLCS Dubai), this preparation is at the heart of our ethos: nurturing scholarship, global perspective, and service, while ensuring that students pursue their ambitions in a balanced and meaningful way. Parents are key partners in this process, and when given the right tools, they can guide and encourage without overshadowing their child’s voice. This philosophy is what I will share at GESS 2025, where I’ll outline how the NLCS approach to university guidance prepares students for competitive applications while also shaping them into confident, self-driven young adults.

Fostering Student Independence

At NLCS Dubai, we believe students thrive most when they take ownership of their own intellectual journey. The most selective universities value curiosity, initiative, and authenticity, qualities that cannot be taught through a checklist. Beginning in Grade 9, students are encouraged to pursue academic, creative, and service activities that genuinely reflect their interests and the IB learner profile. Rather than steering students down a prescriptive path, we focus on reflection and intentionality. This helps them articulate why their choices matter and how these experiences shape their worldview. By the time they reach Grades 11 and 12, this reflective practice underpins their personal statements, Common App essays, and interviews. What results are applications that don’t just showcase achievement, but also highlight character, purpose, and readiness for the challenges of a top global university.

Building Strong Application Profiles

Our university guidance framework is carefully sequenced so that students gradually build the skills and experiences they need. In Grades 9 and 10, they explore careers, identify strengths, and align subject choices with future ambitions. As they progress, they engage in research projects, academic writing workshops, public speaking opportunities, and enrichment activities, all embedded into the curriculum to support both IB success and university readiness. For those applying to the most competitive universities, we add tailored support. This includes preparation for admissions tests such as the SAT, ACT, and Oxbridge assessments, guidance on super-curricular activities, and interview practice modeled on Oxbridge tutorials. The aim is not only to help students secure offers but to ensure they are fully prepared to thrive once admitted.

Partnering with Parents

One of our core beliefs is that education works best as a partnership between school and home. Parents are central to their child’s success, but involvement must be carefully balanced so that students retain ownership of their journey. We provide structured workshops, one-to-one meetings, and clear communication to keep families informed and engaged. More importantly, we coach parents on how to support without taking over: asking open-ended questions, encouraging resilience, celebrating effort as much as results, and giving space for independent decision-making. When drafting essays, for example, we encourage parents to listen and reflect rather than direct. When building university lists, we help families embrace aspiration while valuing balance. This approach empowers parents to be constructive partners and creates a supportive environment where students feel trusted to lead their own path.

A Collaborative Model for Success

The strength of our approach lies in its collaboration. Students bring ambition and authenticity, parents provide encouragement and stability, and the school contributes expertise and structure. This tripartite model, rooted in the NLCS philosophy of combining academic challenge with individual care, ensures that students are both ambitious and supported. The outcome is not only impressive university offers but also graduates who embody resilience, reflection, and global mindedness. They leave us prepared to excel in demanding academic environments and to contribute meaningfully to the wider world.

Why This Session Matters

At GESS 2025, I will share how this ethos translates into practical strategies for university counseling. Attendees will see how we balance ambition with wellbeing, cultivate independence while engaging families, and structure guidance from Grades 9 through 12 in a way that builds both competitiveness and confidence.

At a time when university applications can often feel overwhelming, our approach demonstrates that rigor and care, aspiration and balance, can—and must—go hand in hand. By empowering students to take charge of their journeys and equipping parents to support them thoughtfully, we ensure that our graduates are not only successful applicants but also thriving young adults ready to embrace the challenges ahead.

Colleen Menichini
NLCS Dubai

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7 months 1 week ago

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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

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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

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Supporting University and Careers within Your Secondary School: A Guide for Teachers and Leadership

Jihan Ali — Thu, 05 Dec 2024 15:05:16 +0000

Secondary school is a formative time, during which students begin to explore their interests and think about their future pathways. Schools have a unique opportunity to provide students with the knowledge, skills, and tools they need to make informed decisions about higher education and professional careers. This article will explore strategies for integrating university and careers guidance into the curriculum, fostering essential career skills, building strong relationships with universities, and empowering school counsellors to support students' academic and career ambitions.

Integrating University and Careers Guidance into the Curriculum

Incorporating university and career guidance into the curriculum is key to helping students make informed decisions about their future. Rather than treating career education as a separate or optional activity, it should be embedded into various subjects and grade levels throughout a student’s educational journey. Every teacher, regardless of their subject area, plays a role in fostering career awareness and encouraging exploration of future opportunities.

For instance, STEM classes can incorporate real-world examples from fields like engineering, medicine, or data science, while humanities teachers can encourage students to explore career paths in law, journalism, or public service. These subject-specific explorations enable students to understand how the material they are learning in class can apply to a variety of careers, giving them the chance to see their education as a direct bridge to the professional world.

In addition to integrating career discussions into regular classes, schools should develop structured career education programs, such as career fairs, university visits, and work experience placements. These events expose students to diverse industries and higher education options, helping them make better choices about their next steps.

Developing Essential Career Skills in Students

Career readiness is about much more than knowing which university to attend or which profession to pursue. It involves developing a set of essential skills that will allow students to succeed in any workplace. These skills include communication, collaboration, problem-solving, critical thinking, and adaptability—all of which can be fostered within the school setting.

Project-based learning is an effective way to build these skills, as it encourages students to collaborate, think critically, and solve real-world problems. Through working on projects that simulate professional challenges, students not only develop practical skills but also gain the confidence to apply these abilities in a future work environment.

Additionally, schools can introduce practical career skills such as resume writing, interview techniques, and networking. Workshops on these topics provide students with the professional preparation they need to transition smoothly from secondary education to university or the workforce.

Building Strong Relationships with Universities

To help students navigate the complex landscape of higher education, it’s essential for schools to build and maintain strong relationships with universities. These partnerships give students access to up-to-date information about programs, admissions criteria, and campus life, which are crucial as they make decisions about where to apply.

Schools should take proactive steps to invite university representatives to speak with students, arrange campus visits, and offer guidance on the admissions process. Additionally, collaboration between schools and universities ensures that counsellors and teachers are kept informed of new trends and developments in higher education, enabling them to provide students with relevant and accurate information.

Such partnerships don’t only benefit students; they position schools as trusted intermediaries between secondary education and universities, which strengthens the overall student experience.

Empowering and Trusting School Counsellors

A vital aspect of integrating university and career guidance into schools is empowering school counsellors, who are specialists in helping students chart their academic and professional futures. For this integration to be effective, the Senior Leadership Team (SLT) must trust and provide counsellors with the resources, autonomy, and authority necessary to guide students effectively.

Counsellors bring unique expertise to the school environment, and their role extends far beyond academic advising. They are pivotal in offering personalized support, identifying student strengths, and providing career exploration opportunities. When the leadership team empowers counsellors to lead on developing career programs, coordinating university visits, and implementing student guidance plans, the impact on the student body is substantial.

It is equally important for counsellors to have a strong, collaborative relationship with school leadership. Regular communication allows counsellors to provide updates on student needs, emerging university trends, and potential partnerships, helping the leadership team make informed decisions. By trusting counsellors to shape and lead career education initiatives, the leadership team creates an environment where students can access tailored and effective support that aligns with their unique goals.

Conclusion

Effectively supporting university and career aspirations within secondary schools requires a multi-faceted approach. By integrating career guidance into the curriculum, developing essential career skills, fostering strong relationships with universities, trusting and empowering school counsellors, schools can create a comprehensive support system that helps students navigate their future with confidence. As educators, we have the privilege and responsibility to guide our students through one of the most important decisions of their lives, and with the right strategies, we can equip them to thrive both academically and professionally.

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Supporting University and Careers within Your Secondary School; a Guide for Teachers and Leadership

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One of the most important roles of educators is to help students navigate life beyond secondary school. In today’s competitive and rapidly evolving world, guiding students through their university and career aspirations is more crucial than ever.

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Are we preparing UAE students for life at university and beyond?

Feedimporter — Mon, 17 Jun 2024 09:12:41 +0000

It’s where adolescents are supposed to develop both academically and socially, so they’ll graduate prepared for all the future has to offer. But does it?

With 22 years as part of the education community, I have lived and worked in Dubai for the past eleven years with many of them spent working with high school students. Having worked in and with several schools across the country it has been awesome to have supported and guided many students to their high school graduation, but l do have to wonder if we are doing right by them in preparation for the next step on their educational journey or career path.

So what is the expected pathway in the UAE? A student joins a school at some point from KG onwards and will generally stay in that school until they graduate at grade twelve – year thirteen. Do l think this is a good pathway? My answer must be yes and no.

I recently conducted a quick survey in my current school, a typical US curriculum K-12 school in Dubai and was not completely surprised by the results. We have around 180 students in our Grades 11 & 12, l got just 24 completed results. Even after many prompts, for me, this is a real indicator of where students are mentally these days. I am often asked in class and for activities such as this the ‘what is in it for me?’ question. Is it graded, when is it due, how much work do l have to do, is it formative or summative? All questions as teachers we hear daily!

So what else did l learn … of the 24 students who replied, 33% said they were planning to attend a university here in Dubai, whilst 49% said they would either be leaving to go to a university in their home country (as on their passport) or another international campus, 1 student was leaving for military service, 1 to paid work and 2 were not sure yet. Not surprisingly, this indicates that a high percentage of students (young adults) wish to continue with their education pathway before entering their chosen work field. University is now considered the next step out of high school, in the hopes of ensuring a career path which pays well.

Most of the 24 students had not heard of employability skills (62%) but did realise that they were important for future success (70% yes, 29% maybe, 1% no). 66% of the group felt that it was important to learn about these skills whilst in high school, with 29% saying maybe, and just 4% saying no it was not necessary.

What did surprise me was that when l defined the term transferrable skills 70% of the group felt that they had had the opportunity to use these skills in high school but had not explicitly known that this was part of their learning and development. As a high school, we follow a blend of US and IB curriculums and l gained from further conversations that those students who have a teacher who teaches both pathways seem to have a better understanding of the transferable skills mentioned and how they impacted their learning and outcomes.

And l guess the answers to the last question should not have surprised me, what other subjects would they like to have learnt during the last years in high school. Alongside the typical variety of additional language choices (Japanese and Italian) and AI, criminology was also mentioned a few times. But what did jump out was the number of students saying personal finance, university and life skills, daily life skills and business (entrepreneurship).

When will schools learn!

So l come back to my original question, are we preparing UAE students for life at university and beyond? In my opinion, the answer is yes academically but not socially. What are we missing? Just as the survey results show, the everyday life skills we as expats would have had access to from a much younger age are what our UAE students are missing now.

Think back to your days at university, for most of us it was the first opportunity to live away from home, and that meant the need to cook, write a food shopping list, sort our washing, do the cleaning, get to and from student digs to university lectures (on time), and needing to paying the bills. Learning how to budget was vital and to quickly understand that if we spent all our money in the first weeks of the month, we were living on pot noodles for the rest of the month! For some of us, it might have been the first time to got a part-time job if this hadn’t been an option or necessity whilst at high school-college. For me the driving force for financial independence had started much earlier, at age 12 l was cleaning tables in our local pub. l wanted to save (I had a bank account all of my own) and spend my money on what l wanted, whether it was going to the cinema or buying clothes and CDs.

Honestly, how do you think our current students will fare with this?

Are we hindering our student’s ability to enjoy the social side of university life? The majority of schools across Dubai don’t teach food technology (including the basics of nutrition), most families have a maid (full or part-time) who will clean, sort the washing and even cook, many of our students get on a bus in the morning (collected from their doorstep) or are dropped to school by parents or uber, and have a better allowance than we certainly did as teenagers. And finally, in the UAE it is not possible for anyone under the age of 18 to have their own bank account without their parents acting as security and thus no real understanding of budgeting and saving. I am sure that there are more points l can raise but this seems like a good place to start.

At this point l am reminded of the comments raised by the students that they want to learn more about everyday life skills.

So what do l think can be done? A good start would be a compulsory university preparation course, and what would l include? Well, students want to learn about but also need to know about personal finance (not just investing and cryptocurrency), how to cook some basic meals, the basics of cleaning and how to use a washing machine (without turning all their clothes pink!) how to iron a shirt, mend a button and how to change a plug. What about writing their CV, interview techniques and even how to dress for their future career? Tying a tie is a dying art! All this reminds me of my old school curriculum of Home Economics and Life Skills which all students had to participate in. We did have gender-focused pathways, but they still covered topics which we all needed growing up.

When l look at our high school students’ timetables, especially in grades 11 and 12, there can be many ‘study hall’ sessions. Students at times have more prep time available than their teachers and do not always have the self-discipline to use this time wisely. As a school could we develop a life skills programme built around the topics raised earlier? Yes, this would need teachers to deliver the life lessons but think of the relationships and personal skills that this would build for our graduating students. Or an alternative would be to hire an external group to deliver workshops on the key topics, we have plenty of options out there if you start looking. Or could parents get involved and support this phase of learning?

A major change l would love to see would be the teaching of high school students (grade 11-12) in a separate building/facility to their younger siblings. This could include a change in uniform or business dress code. I appreciate the impact on families if you are having to transport siblings to different venues, but maybe schools can start to accommodate this more within one site. The impact of older siblings constantly on the lives of their younger siblings is that they don’t have the independence and maturity to cope with being away from their families. Please don’t hate on me regarding this but l observe our senior students getting involved in friendship concerns that are of no relevance to them just because they are ‘looking out for’ their younger siblings, and the disruption this causes is extensive. Research shows that today our grade 12 students have a less mature outlook than just 10 years ago, how can we help change this to a positive? Maturity plays a significant role in a person's ability to accept responsibility for his or her thoughts, feelings, and behaviours. It also affects a person’s ability to keep track of his or her thinking and, in this case, to control the various emotions they may experience in a learning situation.

Finally, would it be possible for all schools to provide work experience weeks or internship days for students during their high school years, the reality of what is expected from you as an employee does focus the mind on what skills you need to develop as a contributing individual to society? The benefits of completing a work experience are huge, understanding the needs and responsibilities of having a job, learning a new skill, meeting new people and the importance of timekeeping and keeping to deadlines are all valuable life skills.

Please don’t think l am ‘down’ on our current students, they can be smart, confident, great at social communication and with a great sense of humour (even if it makes no sense to us at times) but they are also telling us themselves that they don’t feel prepared for the next step.

I certainly don’t have all the answers but hope that this has made you think. Whether you are a teacher, school leader, student, parent or just someone interested in the future of our society, this is a topic you should be having conversations about.

So my last question must be how can we help to prepare students for life at university and beyond? Answers on a postcard (another lost skill, writing letters and cards) or email me at [email protected]. I look forward to hearing from you soon.

Written by: Rachael Pryce, Founder of EducationYalla

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Are we preparing UAE students for life at university and beyond? (In short, my answer is probably no !)

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Emerging Trends University Counsellors Can Leverage to Optimise Student Applications

Feedimporter — Mon, 26 Aug 2024 10:11:15 +0000

Introduction

At the beginning of each academic year, we are presented with an exciting challenge to continue to prepare students to apply to university in an ever-changing landscape. Our students are applying for highly competitive seats in programs worldwide, and it becomes critical for university counsellors to stay abreast of trends that can help students have a leg up. This article explores some trends for consideration in this year’s application cycle and offers some insight on how one university counsellor in Dubai attempts to address these trends.

Trend 1: Holistic

Admissions In their own definition of holistic admissions, College Board notes that one of the key points is “[c]onsideration of multiple, often intersecting, factors—academic, non-academic, and contextual—that, in combination, uniquely define and reflect accomplishments and potential contributions of each applicant in light of his or her background and circumstances.”

For university counsellors, this means that we must emphasize to students the importance of presenting a well-rounded student profile, highlighting the impact of a diverse range of experiences that can include volunteering, internships, supercurricular activities, and passion projects. In my work, I encourage students to build robust and rich profiles that jump off the application page, highlighting academic strengths and clear personalities. Sometimes students simply do not realize just how much they are actually involved with that can help contribute to a successful university application.

Trend 2: Emphasis on Mental Health and Well-being

There is a growing focus on student mental health in the admissions process and there needs to be an emphasis on how counsellors can support students in managing stress and maintaining mental well-being. Working to encourage self-care and work-life balance is critical, and students who prioritize their mental health emerge through the admissions process in a much happier and healthier place. Encouraging students to find time-management strategies to help achieve their tasks has worked well. Weekly workshops during lunchtime to focus on mental health can greatly impact the stress level during application season. Something as simple as weekly well-being colouring during lunch, a quick 20 minutes, to slow down and connect while colouring can make a tremendous difference in a student’s stress levels.

Trend 3: Test-Optional Policies

With the rise of test-optional admissions policies, students need to realize the impact of test scores on their applications. In many instances, an optional test score can provide additional data that can contribute to an offer. Submitting a test that highlights strengths in certain academic areas can help bolster a holistic review of an application and can emphasize unique talents and skills. University counsellors must guide whether to submit standardized test scores, helping students understand that when they see “test-optional” that doesn’t suggest that nothing is better. I advise students that it is best to take the test and see what scores they get. In competitive programs, a higher test score may be strong evidence to continue to support a strong applicant. While the absence of a test score will not count against them, it certainly can help.

Trend 4: Virtual College Tours and Fairs

One of the positive things that has come from the last few years is the development and multitude of online university engagement opportunities. Universities have continued to offer online events that have allowed international students to actively engage with more potential institutions than ever before. Students should be encouraged to attend as many virtual university tours and fairs as possible, learning directly from admissions counsellors and students what is on offer. It’s not enough to simply attend these events though, students must be prepped on how to best attend and establish a positive online experience with universities. Hosting a workshop at the beginning of the year on how to participate in online events can help students to utilize this opportunity and can help them stand out in a digital crowd.

Trend 5: Alternative Credentials and Skills-Based Learning

The recognition of alternative credentials (e.g., MOOCs, certifications) allows international students opportunities to demonstrate their interest in subjects they wish to study at university. University counsellors who encourage students to pursue skills-based learning opportunities are giving their students a leg up on the competition, and helping students confirm their interests in subjects before going through the time-consuming process of applications. Integrating these alternative credentials into applications is important and ultimately highlights initiative and a student’s desire in the subject, which can be the difference between an unsuccessful or successful application. I offer an ECA for grade 10, 11 and 12 students for MOOC support, an hour once a week that is dedicated to students working on their online courses. This small gesture has helped create a culture of #borderlesslearning.

Conclusion

University admissions is a constantly evolving process, and the advice that worked for one cohort may not work for another. The call to counsellors to continually update their knowledge and strategies for supporting students during applications is strong and loud, and there has never been a better time for students to apply for admissions globally. With the many ways to showcase a student’s unique skills and talents, university counselling continues to be one of the most rewarding jobs.

College Board - SAT, AP, college search and Admission Tools. College Board - SAT, AP, College Search and Admission Tools. (n.d.). http://www.collegeboard.org/

Mooc.com. (n.d.). http://www.mooc.com/

Written by: Colleen Menichini, University Counselor Uptown International School

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Emerging Trends University Counsellors Can Leverage to Optimise Student Applications

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GESS Talks Webinar 27: The Changing world of Early Years Education providing a foundation for the future

Feedimporter — Mon, 17 Jun 2024 11:39:41 +0000

Join us for an insightful webinar. Discover innovative approaches and strategies to strengthen early childhood education. Our expert speakers will share research and practical insights to help educators and parents navigate these transformative times. Don't miss this chance to enhance your understanding and impact the future of early years education.

REGISTER NOW

Speakers:

Chairperson: Pam Mundy - Executive Director - PamMundy Associates Ltd

Pam is a highly experienced K-12 education professional, internationally renowned author and keynote speaker with global recognition for her specialism in the development of Early Childhood Education and Care, international education, school review and accreditation, inspection, analytical due diligence and school start up projects in a variety of diverse locations such as; Africa, SE Asia, the Gulf region (including significant projects in Saudi Arabia, Oman, the UAE and Qatar). She recently completed four years as Director of Schools and Education for the NEOM Education, Research and Innovation Sector, leading education development and school start up in the new giga city of NEOM, Saudi Arabia. Pam operates at both strategic and executive level for a wide range of international school groups, businesses, and educational organisations. She is currently working on variety of high-net-worth education development projects, including the expansion of British schools into North and South America, UAE, Saudi Arabia, West Africa, Vietnam, India, Japan and Singapore.

Other previous Executive roles include international posts as; Senior Associate to the Rashid and Latifa Schools Design Team Task Force in Dubai, Director of Education for Dar Al Marefa Schools Dubai, Chief Academic Officer for Knightsbridge Schools International and Director for Quality Assurance and Professional Development for World Class Learning/British Schools of America (now part of the Nord Anglia Education Group) based in Houston, Texas. Pam also holds positions on UK and international Education Boards and a variety of international Ministry of Education Select Committees and ground-breaking international educational research groups. She is a Founding and Advisory Board Member of the international Businesswomen in Education network and a member of the Worldwide Women Association. She was honoured to be short-listed by the Lead 50/50 organisation as ‘Inspirational Woman of the Year, 2022’ and to be named as one of the 40 Outstanding Global Women by the Think Global organisation. Her most recent publication, the co-authored ‘International Schools: Navigating Leadership Culture and Context’ (Fulton Books) was released in January 2024.

Sari Saliba - Operations and Education Director, Babilou Middle East

I am a life-long learner promoting the equal opportunity for qualitative education for all. I’ve always been lucky to have support and opportunity to study to achieve my aspiration for knowledge. I have my bachelor’s degree in social services and master’s degree in leadership and management. I am also a registered nurse, vocational teacher, and Cache qualified trainer. I started my career in UAE as a Nursery Manager, joined Blossom nursery in 2019 as a Centre Director, few months later I was promoted to Head of Education, and from 2020 I have been working as Operations and Education Director in Blossom/Babilou Middle East.

Audrey Piccioli - Head of Year and PrekG Teacher, Fairgreen International School

With over 18 years in international and bilingual education, Audrey Piccioli is a dedicated educator whose passion lies in the early stages of life. She emphasizes powerful interactions, investing time in understanding students and building strong relationships for effective teaching. Central to her philosophy is nurturing well-being, belonging and self-advocacy. Audrey designs vibrant learning environments supporting play, critical thinking, and student agency. She focuses on tailoring strategies to help children surpass educational goals. Audrey reflects on the impactful potential of classroom environments and a sense of belonging to foster respect, independence and a passion for learning.

Lara Hudson - Director of Early Childhood Centres and Development - Innoventures Education

Lara is the Director for Early Childhood Centres and Development for the Innoventures Education and brings depth and experience to her role. She has worked across a range of early years curricula and has a background in training and government consultancy. A highly experienced early years professional, Lara has more than 20 years’ experience in the UAE education sector and over 25 years internationally. Lara provides the vision, leadership, and management necessary to ensure proper operational controls, administrative policy, reporting procedures and people systems are in place to effectively grow Innoventures Education’s early childhood centres, ensuring financial strength and operational efficiency.

Caz Jude - Head of Early Childhood - The Sheikh Zayed Private Academy for Girls and a Leadership Coach

Caz is a highly experienced headteacher and education leader with over 30 years experience, renowned for her work in early years education both in the UK and internationally. She trained as an early years teacher at Nottingham Trent University and holds an M Ed in Leadership and Management, an ILM L7 leadership coaching and mentoring qualification at masters level. She has also achieved the renowned National Professional Qualification for Headteachers (NPQH).
Caz is currently working as an Early Years Headteacher at The Sheikh Zayed Private Academy for Girls. She also works as a leadership coach, mentor, inspector, and NPQ facilitator. She enjoys supporting others to grow and develop.

She was a Lead Practitioner on the development of the Early Years Assessment processes in the UK, as well as a Lead Mathematics Teacher. She was Head Teacher of an outstanding early years school in the UK and in her last inspection leadership and management were graded as outstanding. She trained as an Ofsted Inspector, carrying out inspections in the UK and the Middle East. She is also an accredited British Schools Overseas inspector.

Dedicated to fostering inclusive learning environments Caz specialises in supporting early years teachers and leaders from diverse backgrounds and cultures. Her approach is characterized by empathetic listening, trust-building, compassion, and the cultivation of mutual respect among team members.

Passionate about global best practices in early years education, Caz consistently seeks innovative approaches to enrich learning experiences. She championed the integration of the Walker Learning Programme from Australia into her current school, emphasising play-based learning and language acquisition for bilingual learners. This holistic approach prioritises the assessment of learner behaviours alongside academic skills, ensuring a comprehensive educational experience.

Driven by her unwavering commitment to every child's right to a high quality education, Caz constantly challenges herself with a simple yet profound question: "Would I like to be a child in this class?"

Caz in her spare time enjoys exercise and is a keen runner, her greatest achievement was running a marathon. Caz has a passion for travel and learning about different cultures and customs. further enriching her perspective and understanding of the world.

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2 years ago

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GESS Talks Webinar 27: The Changing world of Early Years Education providing a foundation for the future

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Embracing the Critical Curriculum: Equipping Students for a Dynamic Future

Feedimporter — Mon, 17 Jun 2024 09:12:44 +0000

At the same time, we are grappling with a distinct lineup of issues – climate change, well-being, and sustainable development, to scratch the surface. Against this backdrop, a crucial question takes centre stage for educators: How do we prepare students for the path ahead?

We need to arm learners with skills to tackle some of the biggest challenges we have ever encountered. That includes being prepared for today's jobs, as well as those that haven't even been discovered yet.

This isn't breaking news; we have understood this for quite a while. Our traditional education system is at a pivotal juncture, where the necessity for a major transformation is more apparent than ever. Students, as well as the broader workforce, need to be adaptable. We must all be open to acquiring or upgrading skills every few years to stay relevant.

Re-evaluating Extracurricular Activities

While the challenge is apparent, the way forward is harder to map out. Despite educators' best intentions, educational institutions often struggle to meet these demands. We ask a lot from teachers but frequently fall short of providing them with the necessary tools and environment. As a result, teachers and students find themselves on a quest for realistic solutions.

To me, the crux of this challenge lies not solely within the conventional classroom. It lies in the broader realm of extracurricular activities. Entrepreneurship, public speaking, and sports are all examples of activities that foster the soft skills students rely on throughout their lives.

Often overlooked activities harbour the essential building blocks for the very skills we need in today’s world: creativity, problem-solving, and innovation. Think of these activities as incubators where students nurture a growth mindset, and where the seeds of vital skills find fertile ground. Extracurricular activities are not mere add-ons; they are critical.

A Paradigm Shift for Education

To this end, a paradigm shift is needed – one that thrusts what we call the ‘Critical Curriculum’ into the educational spotlight. This vision necessitates a holistic approach to education. The traditional separation between curricular and extracurriculars must be dissolved, as the latter encompasses a sphere of indispensable learning.

In the journey towards transformation, educators play a pivotal role. But to do this, they need help. Entrusted with moulding young minds, teachers often grapple with overwhelming workloads and a constant lack of time. Hence, the responsibility falls upon educational institutions and policymakers to equip them adequately. By alleviating this burden, we empower them to cultivate an environment that nurtures students and teachers alike.

Integrating the Critical Curriculum

All of this is easier said than done, and realising this vision demands a multi-pronged approach. The Critical Curriculum must not be relegated to the periphery of education; instead, it should be woven into the fabric of learning. Integrating these skills into the curriculum ensures their alignment with and reinforcement of existing subjects. This collaboration requires the involvement of educators, parents, and policymakers together.

At 8billionideas, our mission is clear: to give every student on the planet the skills and belief to change the world. To do this, we are bridging the gap between conventional learning and the demands of our modern reality. And fundamentally, we know that collaboration is central to this.

A Future of Potential

Whether we like it or not, progress waits for no one. The future presents us with challenges; our duty is to equip our youth with the tools to surmount them. Do we persist with an approach to education that is treading water, or do we dare to redefine how we learn?

To me, the answer is unequivocal – modern skills must claim the spotlight, sparking a transformation that prepares our students for the complexities ahead. It's time to embolden students, support teachers, and embrace an educational future transcending the confines of classrooms, nurturing resilient individuals primed to truly change the world.

Written by, David Harkin CEO of 8billionideas

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2 years 1 month ago

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Embracing the Critical Curriculum: Equipping Students for a Dynamic Future

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Navigating Higher Education: Addressing Special Educational Needs

Feedimporter — Mon, 17 Jun 2024 09:12:44 +0000

As an Educational psychologist and career guidance counsellor, I have the unique experience of advising and guiding my SEN learners into higher education options. The following are my observations. In this article, I delve into the current trends and options available for individuals with SEN, highlighting the importance of inclusivity and support in academia.

The landscape of higher education has evolved over the years to be more inclusive and accommodating of diverse learning needs. With advancements in technology, pedagogy, and awareness, individuals with special educational needs (SEN) are finding increased opportunities to pursue higher education due to the following reasons:

1) Inclusive Education

Over the past decade, there has been a notable shift towards inclusive education in higher learning institutions. Recognizing the unique abilities and challenges of students with SEN, universities and colleges are actively working to create environments that foster their academic and personal growth. Inclusive policies, such as accessible facilities, flexible learning formats, and specialized support services, are becoming standard practices across campuses.

2) Technological Advancements

Technology has played a pivotal role in levelling the playing field for students with SEN. Assistive technologies, ranging from screen readers to speech recognition software, empower individuals with diverse learning needs to engage with course materials effectively.

3) Supportive Services

Most higher education institutions are expanding their support services to cater to the diverse needs of students with SEN. Dedicated disability support offices provide personalized assistance, including academic accommodations, counseling, and advocacy. Additionally, peer mentoring programs and student-led support groups offer valuable social and emotional support, fostering a sense of belonging and community among students with similar experiences.

4) Specialised Programmes

Many universities offer specialized programs designed specifically for students with SEN. These programs integrate academic coursework with targeted support services, ensuring holistic development and successful transition into higher education and beyond. From pre-college preparatory programs to postgraduate initiatives, these tailored pathways cater to a spectrum of learning needs and aspirations.

5) Online Education

With the advent of online higher education, learners with SEN have gained unprecedented access to academic opportunities that were once out of reach. The flexibility and customization offered by online learning platforms empower individuals to tailor their educational experience to suit their unique needs and learning styles. From adjustable settings to specialized accessibility features, online courses provide a supportive environment where students can thrive regardless of their challenges.

In navigating higher education, I believe that addressing the needs of students with Special Educational Needs is not merely a matter of accommodation; it's a commitment to inclusivity and empowerment. As we move forward, it's essential to continue fostering environments that prioritize accessibility, support, and understanding.

Author: Massrat Shaikh Educational Psychologist.

www.massratshaikh.com

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2 years 1 month ago

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Navigating Higher Education: Addressing Special Educational Needs

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Navigating Higher Education: Addressing Special Educational Needs

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