Sheikh Hamdan emphasizes the need for educational innovation as Dubai explores new school models

When choosing a higher education institution, students from the United Arab Emirates are increasingly considering not only the qualification obtained but also what happens after graduation. Universities note a growing interest in aspects such as employment, internships, industry interaction, development of communication skills, and overall student experience.

At the Canadian University in Dubai (CUD), this shift required a revision of the approach to engaging with prospective students and their parents. Aya Sharif, CUD's Marketing Manager, reported that despite an increase in the total number of students compared to previous years, experience has shown an important lesson about what families now expect from higher education.

Sharif emphasized the need for a complete overhaul of the communication strategy to demonstrate the value and return on investment (ROI) in education, focusing on program employment outcomes. She noted that communication with families has moved beyond solely academic achievements; parents now want to know how the institution will help their children develop confidence and skills for future employment.

According to her, the more attention is paid to student life, the more significant it becomes. Today, students and their parents are looking not just for a diploma, but for a supportive environment where the child feels part of something bigger, where they are valued and heard. These values form a holistic, student-centric ecosystem.

Furthermore, students strive to develop outside the scope of their main academic discipline. CUD facilitates this by providing an individualized approach to each learner, helping them improve communication skills, confidence, and abilities.

The university actively integrates industry into the learning process. Sharif specified that a significant number of classes at CUD are conducted by industry professionals, and the faculty includes practicing specialists from relevant sectors. Students have daily opportunities to participate in new events, build contacts, or gain new opportunities.

This industry connection extends to partnerships and practical opportunities. CUD collaborates with organizations such as Dubai Media Academy, FinTech TV, and Dubai Municipality. Students also have access to AWS Academy, Cisco Networking Academy, and RedTeam Hacker Academy programs.

Students engage with the industry through case studies, guest speakers, site visits, seminars, and networking, as well as through specialized career and internship support. Sharif concluded that they 'live within the industry, not isolated,' which aligns with the concept of an urban campus or city university center.

The broader higher education sector is also being forced to adapt to changing expectations. Professor Dr. Amitabh Upadhyay, Director of Academic Affairs at Global Business Studies (GBS Dubai), stated that institutions must rethink methods for preparing students for an uncertain future.

He noted that higher education is at a crossroads, and the current structure and purpose of institutions may not meet the needs of society and the future industry. Therefore, educational institutions must implement a flexible model that instills ethically sound knowledge, necessary skills, and futuristic competencies for successful adaptation to uncertainty.

Meanwhile, universities use events like the Khaleej Times Uni Expo to gauge the demands of students and parents. Bhakti Rin, Head of Recruitment at De Montfort University, said the expo provided an excellent opportunity to communicate directly with families and education specialists. She called the event 'exciting and well-organized,' which helped showcase the university and establish meaningful connections.

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.'