UAE Schools Integrate Artificial Intelligence into Curriculum While Preventing Excessive Screen Time

Schools across the UAE are introducing artificial intelligence into lessons while actively working to avoid increasing pupils’ screen time following the approval of a new AI curriculum this month. The curriculum applies to both public and private schools, with lessons designed to cover data, algorithms, applications, risks, and the ethical use of technology. Additionally, the government plans to train 22,000 teachers and educators to utilize AI in teaching, assessment, and lesson planning.

However, school leaders told The National that integrating AI does not involve placing younger children in front of computers or encouraging them to use generative AI tools independently. At Nord Anglia International School Abu Dhabi, early-years pupils are introduced to AI through an "unplugged" programme that requires zero screen time. Michael Connor, founding head of primary at the school, explained that lessons instead concentrate on play, critical thinking, and fundamental concepts such as the differences between humans and machines.

Similarly, Jamie Efford, elementary principal and cluster AI lead at Dubai Schools Al Khawaneej, noted that artificial intelligence literacy can begin as early as kindergarten without students directly operating the tools. As pupils mature, lessons progressively incorporate data, algorithms, bias, privacy, and ethics. Gems Education permits pupils starting around the age of 13 to engage in supervised use of approved AI tools under specific conditions.

Gems Education has established strict safeguards to prevent younger students from independently creating generative AI accounts or uploading information. Lisa Crausby, chief education officer, emphasized that the educational progression focuses on building awareness first, moving to supervised use, and eventually progressing to independent judgment. Educators aim to protect essential classroom time for traditional writing, calculation, discussion, creativity, and problem-solving without reliance on AI.

School leaders also highlighted the risk of "cognitive debt," a phenomenon where a pupil's knowledge and independent judgment could weaken if mental effort is repeatedly outsourced to technology. To combat this, institutions like Gems Education and Dubai Schools utilize comparative tasks, source verification, and teacher-led evaluations rather than measuring AI literacy merely by how quickly an answer can be generated.

To prepare for these changes, extensive teacher training is underway. At Nord Anglia Abu Dhabi, all teachers have completed foundation-level AI training, while Gems Education is instructing its staff on bias, privacy, attribution, and identifying when AI is unnecessary. Ultimately, school leaders emphasize that the success of the new framework relies on purposeful and selective application rather than constant daily usage in every classroom.