In many schools across the United Arab Emirates (UAE), artificial intelligence is becoming a popular tool for assisting with homework. It helps students grasp complex concepts, catch up on missed material, or solve problems when adults are not nearby.
However, as tools like ChatGPT become more accessible, educational institutions are drawing a clear line between using AI to support learning and allowing it to complete work for students. School principals emphasize that children can use this technology to find information, generate ideas, clarify concepts, and check their own work, but they must take responsibility for the final submission.
Seventh-grader Yahya Mohammed shared how AI proved useful after returning to school and missing two weeks due to a trip home. Since it was difficult for him to catch up through classmates and friends, he turned to ChatGPT to explain the missed topics in simpler language.
He recounted his experience: 'I missed two weeks of classes right before the summer holidays because I went home. I tried to catch up by talking with classmates and friends, but I still couldn't fully understand some topics.' Then, Yahya input these topics into ChatGPT and asked the tool to explain them more simply, adding: 'It really helped me understand and catch up on what I missed.'
Nevertheless, parents express concerns about the convenience of instant explanations, as this raises questions about how much of the learning process children might skip. Amal Khalil noted that her son uses AI when facing difficulties with homework, especially when no adult is around.
She explained: 'My son uses AI to help him solve problems while doing homework. If he doesn't understand something, he turns to ChatGPT for clarification or to resolve doubts, especially when there is no adult nearby.' While acknowledging that AI is 'incredibly useful,' Khalil warned against the risk of children becoming overly dependent on technology.
'AI provides instant answers and gratification, but in the process, children might miss out on the effort associated with research, trying different approaches, and finding solutions independently,' she stated. 'I believe that struggle and hard work have their value because they are part of the learning process.'
Schools are increasingly distinguishing between using AI as an aid versus using it to create work that the student then presents as their own. David Williams, principal of Regent International School, believes that a complete ban on AI is not the solution, given the growing role of this technology in students' lives.
He stated: 'We recognize that AI will become part of our students' lives, both now and in the future. Therefore, we do not think the answer is simply to ban it.' Instead, students are taught how to use the technology 'correctly and responsibly,' establishing clear boundaries for its role.
Williams clarified that AI can assist in generating ideas, supporting research, explaining complex concepts, or checking work, but it should not replace the student's own thought process. He stressed: 'For us, there is a very clear distinction between using AI to support your learning and asking AI to do your homework and then presenting that work as your own. Students must openly state when and how they used AI, especially where it contributed to graded work.'
He also noted that teachers assess more than just the finished assignment. 'Our teachers know their students very well, so we don't look at the completed work in isolation,' Williams said. 'We look at what students can explain, discuss, and demonstrate in class, as well as the process they went through to create their work.'
At Woodlem Park School in Ajman, the approach is similarly focused on keeping AI in a supportive role. Shayne Davison, principal of Woodlem Park School in Ajman, says that students are encouraged to conduct independent research, use reliable sources, and develop their own ideas. However, using AI to create or complete homework and presenting it as one's own 'is not considered proper use of AI.'
'Our clear AI usage policy is communicated to students, parents, and staff, ensuring a general understanding of responsible and ethical practice. Teachers continuously assess student comprehension through questioning, discussions, classroom assignments, and authentic tasks.'
Davison emphasized the school's core principle: 'AI can support learning, but it must never replace thinking.'
Williams also highlighted that students must understand the limitations of AI, rather than accepting every response as truth. 'We also want our students to understand that AI is not always right,' he concluded. 'The ability to question information, verify sources, and draw one's own conclusions is incredibly important. Use AI to support your thinking, not to do your thinking.'