What do schools say?

Amir Yazdanpanah, head of technology innovation at Swiss International Scientific School, Dubai

“There is no proven blueprint but many forward-looking frameworks when it comes to coping with change,” said Yazdanpanah. He pointed out that older schools and institutions find it more challenging to imple- ment change in culture, processes, curriculum, etc.

However, the recent focus on teaching STEM (science, technology, engineering, math) skills is important for changing requirements of the job market, he said.

“Some curricula still look at these subjects as standalone but many schools, [including Swiss International Scientific School], are adopting a project-based and integrated approach to teaching and incorporating STEM in the curriculum.

“Being skilled in STEM is important for future jobs, but I argue that having the ability to apply these skills through creativity, collaboration and innovation becomes even more critical. “AI and Robotics may replace many jobs, but creativity and innovation skills will be extremely difficult to automate and replace with machines.” Morgan Carney, head of the sixth form, Cranleigh Abu Dhabi

The school offers the British curriculum from kindergarten up to

Grade 12, and has recently introduced the Harkness methodology to enhance student’s qualifications.

“[This is an] innovative discussion-based teaching and learning method, and we have opened a new building designed specifically to support the approach.

“Desks do not exist in the new centre; instead, all classrooms have a large oval table where pupils are the leaders and teachers act as facilitators. “The method places the onus on students to come to class ready to discuss topics in a collaborative, tutorial style that encourages critical thinking, develops collaboration skills and asks pupils to challenge each other,” said Carney.

In addition, the school has made Extended Project Qualifications mandatory for all students in Grades 12 and 13.

“What all projects have in common is the process of learning that students go through as they plan, manage and produce their work. It also to exposes students to the pluri-disciplinary nature of higher level study,” Carney said.

Sangita Chima, principal and CEO of GEMS New Our Own High School Sharjah

According to Chima, there are skills and experiences that cannot be replaced by technology.

“In my opinion, ‘change’ we must, but smart choices of traditional and modern practices will help sustain the ‘learning revolution’.

“We are a data-driven education and decision-making system. Evidence based practises optimise the effect of new technology, assessment tools and learning devices.

Reading a good book or working on arithmetic solutions are experiences that you cannot replace completely with new technology. Developing skills in Mathematics is a scholarly exercise in problem solving.”

“To succeed in an unpredicted future, new direction in pedagogy which elevates noncognitive skills to enhance student success in the cognitive domains, is the way forward.

“Self-regulation, critical thinking and problem solving skills from the non-cognitive domain combines perfectly to create a holistic learning experience.

A dynamic, spiral curriculum which integrates subjects, can create that ‘symphony in child’s brain’.”