As we observe the International Day of Education, principals from schools across the GCC reflect on the importance of preparing students for a future where technology and human creativity coexist 

As Artificial Intelligence (AI) continues to redefine industries and revolutionise daily life, schools across the GCC are stepping up to prepare students for a world driven by technological innovation. Far from being mere spectators, educators are embracing AI as a powerful tool to enhance teaching, personalise learning and foster critical thinking. However, this integration comes with a serious responsibility: to ensure that AI complements human creativity, ethical judgment and ingenuity rather than replace them. 

From leveraging AI to streamline lesson planning and provide real-time feedback to equipping students with the skills to use it responsibly, schools are finding innovative ways to adapt. Educators are navigating this new frontier with a dual focus – harnessing AI’s potential to enhance educational experiences while safeguarding core values such as integrity, agency and empathy.  

The theme for this year’s International Day of Education ‘AI and education: Preserving human agency in a world of automation’ underscores the critical role of equipping learners with skills for a rapidly evolving world while preserving the human qualities that are essential for meaningful learning and development. In this context, we asked principals from across the GCC to share how their schools are integrating AI into education. Their views reveal a commitment to balance the transformative power of AI with the irreplaceable value of human insight, ensuring students are not only prepared to thrive in an AI-enabled future but also empowered to lead it responsibly and ethically. 

Nigel Winnard, Interim Head of School, ACS Doha 

Any school that claims it has a handle on AI—generative AI or AI in general—is probably kidding itself. AI is advancing too rapidly, in too many ways, and permeating too many domains of thought and debate for schools to possibly keep up in the managed and systematic ways we once approached new innovations in education. It’s an overwhelming torrent of undeniable opportunity but also concern.  

In the past, we could manage the flow of new ideas and incorporate them into schools at a pace we could handle. Not so with AI. Schools are doing their best to experiment, explore and evaluate as they try to grasp the possibilities for learning. Some schools are approaching AI as a threat, while others see vast opportunities. Likewise, teachers are working to understand the implications of democratic student access to powerful tools that potentially challenge entire paradigms of control, creation and intellectual ownership.  

What is missing is time—time for teachers to deeply dive into the philosophical and ethical underpinnings of generative AI’s power. Time for school communities to establish a shared understanding of where AI fits within their vision for learning. To say that schools are building the plane while flying it is an understatement.  

Efforts are already underway to create ethical educational frameworks that are robust enough to stay relevant as AI evolves. These frameworks are essential to ensure we harness the undeniable power of AI to inspire and support learning.  

A key aspect of the challenge is the staggering pace of AI’s pervasive growth. This presents a significant challenge for educators working to integrate AI into the school experience in ways that are safe, equitable, ethical and worthwhile. However, we know that schools are places of opportunity, and we know that teachers will always seek the best ways to help their students learn.  

We live in an exciting time of AI innovation, provided we remain mindful and intentional in our efforts to embrace its opportunities.  

Dr Steffen Sommer, Director General, Misk Schools 

AI presents the greatest opportunity to move away from legacy systems and stale habits that I have seen in my more than 25 years as an educator. Our top priorities at Misk Schools are:  

Curriculum Restructure: To equip students with essential skills rather than relying on knowledge easily accessible on their phones, we have created the Misk Schools Diploma – a holistic school-leaving certificate recently validated by Cambridge University Press & Assessment. It integrates structured programmes designed to systematically foster creative, critical and leadership-oriented thinking.

Assessment: Fears that AI could lower the intellectual bar and enable cheating are real. Ergo, assessment mechanisms must evolve. Our diploma incorporates extended project modules, micro-credentials from professional bodies such as the Chartered Management Institute and formal internships, as well as encouraging participation in academic competitions. We also employ methods such as vivas and other oral testing strategies.

Risk Management: To promote responsible AI use, we deliver digital literacy programmes for students and parents that teach critical evaluation, effective use and an understanding of AI’s risks and limitations. Monitoring systems track and review students’ AI interactions to identify potential concerns early. Embedding ethics, integrity and honesty has become more crucial than ever. This remains an ongoing focus for us as we navigate the rapid advancements and evolving challenges of AI technology.

Carpe Diem: Rather than shying away from AI, we are actively exploring, evaluating and leveraging its potential for personalised learning, tailored SEN provision and the development of higher-order thinking skills. Partnerships with leaders in the field, including Stanford University and The Saudi Data & AI Authority (SDAIA), are central to this effort.

Dr. Steve Druggan, Superintendent, American School of Dubai 

At American School of Dubai, we recognise AI’s transformative potential in education while remaining committed to preserving human agency, ensuring students think critically, act ethically, and engage meaningfully in their learning.  

AI-powered tools support our mission by personalising instruction, fostering creativity and enhancing collaboration. From adaptive learning platforms to AI-assisted research and design-thinking projects, students leverage technology to deepen their understanding. Our educators, in turn, model responsible AI use, guiding students to question, analyse, and innovate rather than passively consume information.  

Ethical considerations are central to our approach. Digital literacy and responsible AI use are embedded in our curriculum, ensuring students understand biases, data privacy and the implications of automation. Through discussions on AI’s societal impact and hands-on experiences with emerging technologies, we equip students with the skills to navigate and shape the digital world with integrity.  

Education at ASD is about more than technology. It’s about empowering students to lead with curiosity, compassion and confidence in a rapidly changing world. AI is a tool but human agency remains the force that drives meaningful learning and innovation. 

John Bell, Founding Principal, Bloom World Academy   

At Bloom World Academy, integrating AI into teaching and learning is rooted in the belief that technology should empower, not overshadow, human potential. From supporting teachers in lesson planning to enhancing student engagement, AI is utilised responsibly, with a strong focus on ethical and authentic use.  

Central to this approach is our concept of ‘Authentic Intelligence’, which encourages students to leverage AI as a tool to enhance their work while maintaining control and critical decision-making. For instance, while tools to combat plagiarism are in place, the emphasis has shifted towards bolstering ethical practices and guiding students to use AI to enrich their learning journey, rather than bypass it.  

To bring subjects to life, we employ innovative methods such as real-time interactions with historical figures using AI, while teaching students to ask the right questions—an essential skill in navigating a tech-driven future. Assessments through verbal presentations, project-based work and a spiral curriculum ensure that authenticity and critical thinking remain core learning objectives.  

Recognising the challenges AI presents, we have taken a moral stance by prioritising teacher upskilling and fostering a culture of questioning and moral responsibility in the classroom. Key discussions on data privacy, ethical decision-making, and the implications of automation are embedded throughout the learning process.  

By combining the broad, interdisciplinary approach of the IB framework with a focus on problem-solving and ethical AI use, BWA ensures students are not just consumers of technology but critical thinkers and innovators. They are equipped to approach diverse topics and prepared to lead in an automated world while preserving human agency. 

Bloom World Academy is the first school in the UAE to introduce a BTEC course in Artificial Intelligence within the core curriculum, making AI a mandatory subject for all students aged above 14.  

Anna Power, Principal, British International School Riyadh Diplomatic Quarter (BISR) 

As a passionate educator who embraces educational technology, I believe it’s imperative to support children and teachers in becoming more technologically proficient. Today, that education must place AI at its core.   

BISR’s curriculum recognises the transformative potential of AI in education. Our approach is centred on enhancing learning experiences, fostering critical thinking and preparing students for a future where AI plays a significant role.   

AI is a game-changer, optimising the efficient capture and analysis of student data, positively transforming educational landscapes. Through integrated AI-driven tools, BISR facilitates personalised learning, supporting the development of tailored, educational content to meet each student’s unique needs. This improves their engagement by identifying learning gaps, providing instant feedback and suggesting resources to enhance understanding.    

However, BISR is equally committed to preserving human agency, ensuring students remain at the heart of educational processes. Educators play a crucial part in guiding students, making sure AI supplements, rather than replaces, human interaction. We emphasise the importance of ethical considerations in AI, teaching our students about responsible use of technology and its societal implications.   

To support our teachers in integrating technology and using AI ethically, we have established an AI working party who have created a comprehensive policy, covering ethics, data privacy and cybersecurity. This policy empowers students to make their own informed decisions about AI usage, navigating the digital world responsibly.  

Overall, BISR is excited about the opportunities AI presents, remaining committed to preparing students for a future where they can thrive alongside advanced technologies as modern citizens.   

David Wilson, Principal/CEO, GEMS Wellington School – Qatar 

AI is having a direct impact on education both inside and outside the classroom. As with any development of this speed and scale, it is critical that we look beyond the hype and clearly identify how to use it to enhance current practice, for the betterment of our students and in an ethical way.  

At GEMS Wellington School, our AI strategic committee is focused on these exact areas. We’ve seen the introduction of adaptive learning platforms that react in real-time to students’ responses and personalise their learning journey. AI tools are also used to enhance students’ ability to create, refine, manipulate and, more importantly, critically evaluate information, teaching them that the tools only respond to the quality of their own prompts and input, while fostering important discussions around AI ethics and the opportunities and challenges of living in an automated world.  

At a time when student well-being and mental health is a global concern, the human interaction, guidance and mentorship of a teacher has never been more important. Therefore, exploring how AI can automate and reduce time spent on specific administrative tasks, through using the likes of Microsoft’s Copilot, is something we are currently engaged in, to maximise the benefits of the teacher-student interaction. We are also taking proactive steps in training our staff in AI literacy, alongside ensuring appropriate data privacy safeguards. We believe that leveraging AI’s capabilities while preserving human agency is essential to preparing students for the future while maintaining the core values of education. 

Mike Seaton, Executive Principal, Cheltenham and Downe House Muscat 

The rise of Artificial Intelligence is reshaping education, emphasising not just knowledge and skills but also the cultivation of uniquely human traits that can set us apart in an automated world. At Cheltenham and Downe House Muscat, we are committed to nurturing the holistic development of our students through innovative initiatives that extend beyond traditional academics.  

For instance, our participation in Model United Nations sharpens students’ oracy skills and fosters geopolitical empathy. Engaging in global debates and negotiating solutions enables pupils to articulate perspectives and value diverse viewpoints, reinforcing the timeless relevance of human diplomacy.  

Critical thinking is a cornerstone of our educational approach. Our regionally celebrated robotics teams collaboratively solve open-ended STEAM tasks, fostering creativity, resilience and the ability to navigate ambiguity. Through real-world problem-solving, students learn to embrace failure as a steppingstone to success, cultivating adaptability and perseverance.  

These initiatives prepare students for a rapidly changing future, equipping them with the character traits necessary to thrive in uncertain times. As they celebrate breakthroughs and lessons learned, they develop tenacity and a sense of purpose that will shape their lives.  

At Cheltenham and Downe House Muscat, we recognise that while technology evolves, the essence of being human remains constant. Our mission is to develop globally minded, resilient individuals ready to lead meaningful lives in a dynamic world.  

Rashmi Nandkeolyar, Principal and Director, Delhi Private School Dubai 

Schools are a microcosm of the real world and must reflect its requirements, nuances and trends. If AI is taking the world of business by storm, schools must responsibly integrate this skill into the curriculum, empowering both students and teachers to use it with dexterity and expertise, gaining the efficiency and momentum AI offers, while maintaining integrity and human agency.  

In our school, school leaders and teachers are continuously trained in the use of AI. Teachers may use AI while planning their lessons, engaging students or providing effective feedback. While planning lessons, teachers may use AI for additional help in putting together guiding questions, exemplar answers and suitable academic vocabulary. They may tap AI for ideas while creating a choice board or research strategies for interventions to fill in gaps in students’ learning. Teachers often use AI to generate ideas for assessments that require higher-order thinking or the demonstration of cross-curricular integration of learning. Teachers may also use AI tools to help offer succinct feedback.  

Students are offered AI as a skill subject from middle school onwards, as we anticipate AI as essential in the world of work. A deep understanding and expertise of AI is encouraged. However, the use of AI in assignments or the classroom is guided by stringent policies to guard privacy, prevent plagiarism and retain students’ critical and creative thinking skills. The use of AI is vetted by these policies, and students must carefully evaluate the AI output, verify facts and figures, edit prompts and be aware of their responsibility in acknowledging the use of AI in their work.   

Deborah Sharifi, Head of School, Downe House Riyadh 

As educators, we have a profound responsibility to prepare children for a world that is evolving at an unprecedented pace. Technology, particularly Artificial Intelligence, is becoming integral to their lives. Yet, the challenge is ensuring AI is used to deepen learning rather than replace it, preserving human agency in an increasingly automated world.  

At our school, we use AI strategically to enhance teaching and learning while ensuring its ethical and responsible use. AI assists with the ‘heavy lifting,’ such as organising information and generating ideas. This allows teachers to focus on refining and personalising content to meet diverse student needs. Leveraging AI in this way makes educators more effective and efficient, not redundant while demonstrating how technology can amplify human creativity and insight.  

For students, we approach AI with intentionality. Tools like Century Tech provide personalised learning pathways, while gamification platforms keep learning engaging. However, we recognise the risks of over-reliance on automation, particularly at a young age. That’s why we teach students to question, analyse and challenge AI’s outputs. For instance, they might critique and improve AI-generated work, transforming AI into an active learning partner.  

By empowering students with critical thinking, creativity and analytical skills, we ensure they remain in control of technology, rather than the reverse. AI is a tool to augment abilities, not a substitute for human insight, empathy or ingenuity.  

Ian Thurston School Principal, Dubai International Academy Al Barsha 

AI is already transforming our lives and fears grow about how it may take over. I remember, when I was at school, the internet was feared in the same way, and before that, people worried that my parents’ minds would be ruined by TV. Humans innovate and we always have to adapt, accepting the positive impact, while recognising and minimising the potential consequences.  

We’re embracing AI with two key aims: a) can we improve our teaching and learning experience for students, or b) can we reduce teacher workload. We’re providing training for both students and staff on incorrect uses of AI and the potential consequences.  

We have trained teachers to use AI to generate creative lesson ideas for learning objectives; it may be a starter, an interactive activity or group project but it generates new ideas for consideration. It is used to support those whose first language is not English, either in checking spelling, grammar and punctuation, or providing definitions, new vocabulary or sentence starters to support language development.  

AI can be used to support data analysis and produce effective, personalised intervention ideas to support student progress. Many of the learning software tools that we employ are now using AI to adapt questions based on student responses to ensure the appropriate level of challenge for the child’s ability.  

AI is used to support students’ career and university guidance, providing a broad range of career ideas and then identifying specific universities and courses that may be worthy of investigation, given their specific requirements. We’ve even recently used AI to create a school song based on our prompts of who we are and what we believe in!  

It’s important to understand that AI is never the final product but a resource to be adapted. We train staff and students in the dangers of ‘copy and paste’; we have a clear Academic Integrity Policy that runs through both Primary and Secondary, in age-appropriate terms, to educate students in ensuring their work is theirs, procedures for identifying work that is AI generated and suitable sanctions to be taken, if required, in order to protect students from potential consequences, which can be very severe in senior grades. 

David Wade, Principal, GEMS FirstPoint School 

At GEMS FirstPoint School, AI integration aligns with our commitment to educational excellence and ethical responsibility. AI tools such as adaptive learning platforms and generative AI applications are reshaping teaching and learning by offering personalised experiences and administrative efficiencies. However, ensuring these systems preserve human agency is paramount.  

GEMS FirstPoint School’s phased AI rollout underscores our thoughtful approach. Initial stages focus on building AI literacy among teachers and promoting ethical practices. Staff are trained in prompt engineering and the responsible use of tools like ChatGPT, ensuring they can guide students effectively while critically evaluating AI-generated outputs.  

Transparency is at the heart of this integration. All stakeholders are informed about AI’s role in the classroom, with guidelines ensuring student data privacy and ethical use. Students are encouraged to use AI as a supportive tool rather than a substitute for critical thinking or creativity. This aligns with our school’s robust policies on academic integrity and inclusivity. 

To mitigate risks such as bias and over-reliance on automation, AI-generated content is critically reviewed by educators before use. The school employs ethical safeguards to maintain fairness, ensuring that AI complements, rather than replaces, human judgement. 

This balanced approach ensures that at GEMS FirstPoint School, AI enriches the educational experience without compromising ethical standards or human oversight, setting a precedent for thoughtful, responsible integration in a rapidly evolving digital landscape. 

Stephen Green, Secondary Head Teacher, JESS Dubai  

It’s already clear that AI tools are empowering people from all walks of life to do some truly incredible things. As educators, our core responsibility is preparing children for success in the future as they enter the professional world. Right now, we are seeing AI tools reshape what workplaces look like on a seemingly daily basis. It’s clear that the challenge we now face is ensuring we prioritise human intelligence in the artificial era.  

We want them to thrive in the AI-enabled world but more importantly we want them to flourish as human beings. A measured approach of strategic innovation has allowed us to develop a clear, detailed but accessible AI policy which was then distilled into ‘Golden Rules’ for both primary and secondary aged students as well as staff. These golden rules, aligned to the JESS Core Values – Excellence, Integrity, Care, Commitment, Curiosity and Respect – help guide staff and students in the way that they select and use AI tools both in and out of school. The policy itself will remain agile and be reviewed and redrafted to realign with relevant changes both to the needs of our learners and UAE regulations relating to AI.  

Kate Jackson, Principal, King’s College Doha  

The King’s Doha vision aligns with academic excellence while embracing innovation. Our teaching and learning Model emphasises the values of curiosity, confidence, and commitment. AI has become a tool that embodies these values by supporting personalised teaching methods. By integrating AI into our CPD programmes, our educators are equipped with the skills needed to leverage AI thoughtfully and effectively.  

We have identified key elements of AI integration and included them in our pedagogical toolkit. These include using platforms such as ChatGPT, Co-pilot and Claude, enabling teachers to plan lessons, draft educational resources and streamline communications efficiently. These tools have transformed how our teachers approach curriculum design, freeing them to focus more on creative and student-centric activities. AI content resources simplify the creation of visually engaging teaching materials, enrich classroom presentations and meet diverse learning needs.  

AI search engines support teachers in lesson planning by providing referenced and credible information. This ensures our educators are well-equipped with data-backed content, enhancing the depth and quality of their teaching.  

Since the integration of AI, we have observed improvements in both teaching efficiency and student engagement. Teachers report that using AI for lesson preparation has saved substantial time, while data from AI-driven assessments has provided more accurate insights into student performance.  

We are equipping our educators to inspire and engage students, creating a vibrant learning environment where technology and human insight are intertwined.   

Matthew Barrett  School Principal, Raffles International School   

At RIS, we embrace AI as a transformative tool while equipping our staff, students and parental community with the necessary skills and training to use it effectively.   AI supports our educators in planning personalised learning experiences, enhancing engagement and meeting diverse student needs.

We encourage a balanced approach, promoting responsible AI use while nurturing the creativity and critical thinking of our learners. As AI becomes prevalent in future workplaces, we are committed to preparing our students with the skills they need to navigate this landscape responsibly, ensuring ethical considerations remain at the forefront of their learning journey. As a collaborative community, we also share best practice regarding the use of AI and have monthly recognition of those teachers skilfully deploying the use of AI to further our students’ learning.    

Karen McCord, Principal, Australian International School, Dubai 

As Principal, my mission is to turn ‘knowledge into impact’ by fostering innovation and cultivating environments where students and staff excel. In a world increasingly shaped by artificial intelligence, our challenge is to integrate these advancements without losing the human connections and creativity that define transformative education. At the heart of our school’s vision is a commitment to future-oriented education. We strive to develop creative, active and respected citizens equipped to navigate a rapidly evolving global society. We foster a culture of success by promoting mutual respect, personal accountability and meaningful relationships within a positive learning environment.   

AI offers immense potential to enhance education—personalising learning, supporting inquiry, and connecting students with global opportunities. However, the true power of education lies in human agency. To prepare students for their future, we emphasise engaged, rigorous and individualised learning that nurtures independence, collaboration, and critical thinking. 

Nicholas Rickford, Principal, Sunmarke School 

At Sunmarke School, we have embraced AI as a powerful tool to enhance education while maintaining a strong focus on human agency and responsible use. Our innovative AI learning platforms provide personalised experiences, allowing students to progress at their own pace and focus on areas needing improvement. 

We have gone beyond off-the-shelf solutions by developing custom GPTs aligned with our Positive Education mission. These AI tools support diverse applications, including adaptive questioning, AI-driven university mock interviews and personalised resource creation. By tailoring these tools to our specific educational goals, we ensure that AI augments rather than replaces human interaction and decision-making. As early adopters of generative AI, we have carefully integrated text-to-image generators into our curriculum, allowing students to bring their ideas and even historical characters to life. This controlled experimentation with AI tools encourages students of all ages to explore the potential of technology while developing a critical understanding of its capabilities and limitations. 

Aligning with our mission to nurture the next generation of changemakers for a better tomorrow, we are committed to preparing students to be future-oriented leaders who can adapt, learn continuously, take calculated risks and think strategically in an increasingly automated world. Our approach ensures that while AI enhances learning experiences, human agency remains at the forefront of education. 

Ruth Burke, Principal, Swiss International Scientific School Dubai 

Our students are at the heart of AI integration at Swiss International Scientific School Dubai. Through our Digital Council and tailored learning opportunities, we empower them to engage with AI ethically and responsibly. This approach not only equips our students for leadership roles but ensures they are prepared for a future shaped by technology. By incorporating AI tools such as personalised chatbots and language support technologies, we enhance student engagement, promote independent inquiry, and provide customised learning experiences—all while assisting our teachers in effectively managing their workloads.