GI January 2025 BEIE REVISED by Gulf Insider Media

Reflecting On A 30-Year Legacy

An Interview With Liz Stanley, Head Teacher, The British School of Bahrain

Bahrain Education Awards 2024

Celebrating Educational Innovation and Excellence in the Kingdom

The multi-award winning Arabian Magazine

Letter from the Publishers

Nicholas C. Cooksey Publisher & Editor in Chief

Charlie H. Cooksey

Co-Publisher & Director

Dear Reader,

For the third time, we’re honoured to present Gulf Insider’s special issue, celebrating and recognising educational innovation in the Kingdom of Bahrain. Since the launch of the Bahrain Education Awards in 2022, we have had the privilege of witnessing remarkable innovations by schools and universities across the country.

In its rst edition, we strived to highlight resilience in a post-COVID era. Today, the third edition of this special magazine captures stories of creativity, technology, and real-world applications converging seamlessly within and beyond the classrooms.

One of the most exciting developments is the emergence of arti cial intelligence in education. From AI-driven personalised learning platforms to smart classrooms, educators in Bahrain are adapting and actively leading the charge. Their experiences, challenges, and successes have paved the way for a new educational paradigm that bridges the gap between the classroom and the real world.

Institutions are also fostering leadership qualities by exposing students to 21st-century challenges. Through project-based learning, entrepreneurship programmes, and community initiatives, educators are preparing the next generation to thrive and make a meaningful difference.

The innovations we celebrate today are more than pedagogical advancements. This issue pays tribute to the trailblazing educators and institutions shaping the Kingdom’s educational future.

Regards,

Publisher & Editor in Chief Nicholas C. Cooksey

Co-Publisher & Director Charlie H. Cooksey

Editorial Deepika Rao

Editorial Contributors

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Andrea Raj

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Yara Bahman

Njood Alatallah

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Development

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Educating With Purpose: An Interview With Liz Stanley, Executive Head Teacher, The British School of Bahrain

Bahrain Education Awards 2024

An in-depth look at the innovations and the celebration that brought educators from all over the Kingdom together.

Bahrain’s Online Safety Department is on a mission to safeguard children from threats lingering in the digital world.

The return of a Bahrain

EDUCATING WITH PURPOSE

The British School of Bahrain celebrates 30 years of nurturing young minds and driving educational innovation.

Marking its 30th anniversary, The British School of Bahrain (BSB) has long been recognised for delivering quality education in a state-of-the-art, purpose-built campus. Across its Infant, Junior, and Senior Schools, BSB nurtures young individuals by fostering Academic Excellence and values while developing their sporting and artistic talents.

A commitment to holistic education and community engagement has solidi ed BSB’s place as one of Bahrain’s leading educational institutions.

As part of the Inspired Education Group—a global network of over 118 premium schools educating more than 95,000 students—BSB’s approach to student enrichment combines international best practices with a celebration of individuality.

This focus has earned the school a spot among the Top 150 Private Schools worldwide and the Top 15 in the Middle East, according to the Carfax Global School Index. In 2024, BSB was rated “Outstanding in All Areas” by both the British Schools Overseas (BSO) and Bahrain’s Education & Training Quality Authority (BQA).

As the school embarks on its third decade of excellence, Head Teacher Liz Stanley re ects on the school’s journey and the milestones that have shaped its reputation.

As BSB marks its 30th anniversary, how does this milestone reﬂect on the school’s journey and its signiﬁcance to the community?

Celebrating 30 years is about honouring our legacy and vibrant community. With over 90 nationalities and nearly 2,800 students, our diversity is at the heart of who we are. We cherish fostering a sense of belonging and connection within the local community.

This milestone isn’t just about re ecting on the past; it’s also about looking to the future. While we celebrate the achievements of our alumni and our academic successes, we are focused on innovation. We want to ensure our students are ready for the future by introducing

Liz Stanley

initiatives like the Inspired AI platform and Inspired Metaverse.

This year, we are launching a signiﬁcant campaign to provide 10,000 children worldwide with access to a BSB education.

This year, we are launching a signi cant campaign to provide 10,000 children worldwide with access to a BSB education. This initiative honours our journey while giving back. Our community will play an essential role in creating effective learning opportunities for children globally.

The Nsouli Scholars Programme is also returning with its groundbreaking global initiative, offering full scholarships to extraordinary students for the duration of their education to Inspired’s prestigious schools. This initiative, honouring Nadim Nsouli, who founded Inspired in 2013, re ects Inspired’s commitment to transforming lives by empowering the next generation of leaders.

The programme provides full coverage of day or boarding fees for students starting in September 2025, in addition to the 2,200 scholarships and bursaries already available globally across Inspired’s schools. This comprehensive scholarship not only aims to nurture academic excellence but also to promote personal development through Inspired’s holistic focus on academics, sports, and the performing and creative arts.

What innovative approaches or programmes have played a signiﬁcant role in maintaining such a high standard of education over the years?

BSB evolves constantly, drawing strength from its place within the Inspired Education Group’s global network of 118 schools. This collaboration drives innovation and enhances student outcomes.

Early years follow the Reggio Emilia philosophy, fostering curiosity and a love for learning, supported by a newly refurbished Infant building. Technology plays a vital role, with Inspired AI boosting maths results and virtual reality expanding learning beyond the classroom.

Student well-being is a priority, with a 360-degree support system and mental health ambassadors. BSB’s success lies in staying globally connected, innovative, and focused on enriching the student experience.

Looking ahead, what are your goals for the school as it continues to grow and evolve?

Academic excellence remains our priority, with a strong focus on expanding music, performing arts, and sports to enrich the holistic curriculum.

Our goal is to position BSB as a leading centre of excellence in Bahrain and the region.

Well-being and inclusivity are equally vital, especially post-Covid, as mental health challenges grow. Embedding well-being across all areas ensures lasting impact.

A supportive culture is key—when staff, students, and parents feel valued,

A supportive culture is key—when staff, students, and parents feel valued, success follows.

success follows. By fostering a positive environment, we enable innovation, growth, and the con dence to take risks. Building and nurturing this culture remains my top focus.

What do you think has been the most signiﬁcant factor in securing a spot among the Top 150 schools worldwide?

Excellence is our constant goal, with a commitment to re ning practices and adopting global best standards as part of Inspired Global Group. This dedication drives outstanding academic results, consistently surpassing international averages. Offering a broad range of subjects ensures steady academic pathways to top universities in the world. Our recognition among the top

15 private schools in the Middle East and the Top 150 globally re ects our academic success and holistic approach.

A 98% acceptance rate to top universities highlights the hard work of our staff and students. Beyond academics, we pursue excellence in music, performing arts, and sports, competing regionally and developing high-performance programmes. Our culture of innovation and continuous improvement ensures we remain adaptable and forward-thinking, securing our place as a globally recognised leader in education.

How important are extracurricular activities in shaping well-rounded students, and what unique opportunities do you offer?

Our extracurricular excellence is driven by passionate, creative teachers who collaborate and inspire innovation. I focus on fostering a culture where staff feel con dent to try new ideas, encouraging students to engage and grow.

Our students have the opportunity to participate in the Inspired Global Exchange Programme as well as unique summer camps offered by Inspired.

A holistic approach is key to British education. We expose students to diverse subjects, nurturing creativity, athleticism, and a love for the arts alongside academics. A thriving society needs innovators, not just academics.

At BSB, we personalise extracurricular activities to re ect students’ interests, developing wellrounded, con dent individuals prepared for the future and the evolving demands of the creative economy.

INNOVATIONS

Recognising groundbreaking innovations that are shaping the future of learning in Bahrain’s leading institutions.

Abdul Rahman Kanoo International School

ARKIS Educational Garden

The ARKIS Educational Garden, started in 2022, helps young students connect with nature.Through planting and gardening, children learn about sustainability, food production, and contribute to Bahrain’s goal of increasing green spaces.

Abdul Rahman Kanoo School - Diyar

Building Management System (BMS)

Abdul Rahman Kanoo School in Diyar uses a smart Building Management System to monitor and control electromechanical devices.This system enhances energy ef ciency, ensuring peak performance during school hours while providing comfortable facilities for students and staff.

Al Hekma International School

AHIS Team Impact Initiative

Al Hekma International School’s AHIS Team Impact Initiative collects surplus food from hotels to distribute to those in need. Supporting multiple UN Sustainable Development Goals, the initiative raises student awareness of sustainability, community service, and social equity.

American School of Bahrain

ASB’s Participation in the MSA RAIL Project

The American School of Bahrain joined the Middle StatesAssociation’s ResponsibleAI in Learning Project to promote safe, ethicalAI use in education.As one of the founding schools, ASB collaborates with MSA to create a roadmap forAI integration, focusing on literacy, safety, and ethics. This initiative empowers teachers to

useAI as a tool for innovative learning, keeping the school at the forefront of technology in education.

American University of Bahrain

Quality Assurance Framework for AIInfused Teaching and Learning

TheAmerican University of Bahrain’s QualityAssurance framework for AI-driven education ensures that AI integration meets academic standards while addressing ethical, privacy, and data accuracy concerns.The framework is being developed by Dr NinaAbdul Razzak, Director of AUBH’s Centre for Teaching and Learning Excellence.

Bahrain School

The AP Capstone Diploma Programme

Bahrain School is the rst and only educational institution in the Kingdom

offering theAP Capstone Diploma, a programme that builds essential skills for university and career success, such as critical thinking, research, collaboration, and communication.

The

British School of Bahrain Mental Health Ambassadors

The British School of Bahrain launched the Mental Health Ambassadors programme to support peers and reduce mental health stigma. Originating from a student-led initiative, it builds on staff Mental Health First Aid training, fostering school-wide mental health awareness.

Canadian

School Bahrain

UN Sustainable Development Goals Fair

Canadian School Bahrain launched a UN Sustainable Development Goals Fair, involving students in creating STEAM-based solutions for global issues. Key initiatives include a recycling programme and a learning garden to promote hands-on sustainability education.

The Children’s Academy Champion of Empowerment

The Children’sAcademy, a school catering to children with special educational needs, focuses on empowering students towards independence through its curriculum. Using personalised Individualised Education Programmes, they tailor learning through sensory and visual methods, supporting both academic and social growth.

Hawar International School Choose Day

Hawar International School’s “Choose Day” uses a shorterTuesday schedule to offer student-chosen activities, enhancing learning through play-based experiences.The initiative also helps

parents understand the educational value of play in early childhood.

Multinational School Bahrain

Environmentally Sustainable Entrepreneurship

Commerce students at the school revamped their business projects for environmental sustainability, incorporating waste reduction, recycling, and eco-friendly practices.Their solutions, developed with local vendors and organisations, were showcased at the school’s Commerce Day event.

Nadeen School

Belonging: The Foundation of Learning Innovation

Nadeen School fosters innovation by prioritising a strong sense of belonging and creating supportive learning spaces for all students, including neurodivergent learners.Through its Work, Learn, Flourish approach, Nadeen encourages con dent, ambitious problem-solvers ready to thrive.

St Christopher’s School Bahrain

Al Raffa Senior Campus

St Christopher’s School Bahrain’s new Al Raffa Senior Campus is designed to meet the needs of modern learners with state-of-the-art facilities that foster academic excellence, personal growth, collaboration, and creativity, reinforcing the school’s educational leadership in the region.

The International School of ChoueifatManama

SABIS® Parent App

Choueifat introduced the SABIS® Parent App to strengthen parental involvement by providing real-time access to student performance and school updates.The app features user-friendly navigation, direct communication, and personalised student dashboards.

University of Technology Bahrain Entrepreneurship Development Programme

The University ofTechnology Bahrain’s Entrepreneurship Development Programme empowers students with the skills, mentorship, and resources needed to launch successful ventures. Through workshops, seminars, and projects, UTB fosters entrepreneurial talent, driving innovation and economic growth.

Vatel

Bahrain International Internship

Vatel Bahrain’s international internship programme brings students from Cameroon and Kigali to gain handson hospitality experience in Bahrain. This cross-cultural initiative supports the international hospitality institute’s mission to prepare future hospitality leaders for success in the ever-evolving, dynamic eld.

For an in-depth look at the educational innovations, visit: www.gulfeducationinsider.com

ABDUL RAHMAN KANOO INTERNATIONAL SCHOOL

Innovation: ARKIS Educational Garden

The ARKIS Educational Garden, started in 2022, helps young students connect with nature. Through planting and gardening, kids learn about sustainability and food production, and help support Bahrain’s goal of more green spaces.

Please share a brief background of your innovation.

The Abdul Rahman Kanoo International School (ARKIS) aims to provide high-quality education that empowers students to become successful and principled citizens. In alignment with this vision, the ARKIS Educational Garden was conceived to foster a love for the environment among preschool students.

The garden’s primary objective is to instill a sense of stewardship for nature, contributing to Bahrain’s mission of increasing green spaces, including the revival of its iconic palm tree population. The educational garden allows students to engage with an ecosystem, learning about sustainable practices, organic gardening, and healthy living. By participating in hands-on activities— such as planting, nurturing, and harvesting—the students develop critical life skills while enhancing their understanding of food production and environmental responsibility.

How was the innovation planned?

The planning of the ARKIS Educational Garden began in 2022, with the leadership team laying the groundwork for its launch in the 2023 academic year. Teachers engaged students in early gardening activities using innovative methods, such as planting seeds in socks instead of

plastic pots, promoting sustainability from the outset.

By September 2023, the physical garden was established. The school collaborated with local businesses for donations of materials like pallets and tires, which were transformed into garden infrastructure. A key community member, Mr. Abdulla Qassim, contributed seeds and conducted a workshop for teachers, ensuring that staff were equipped to maintain the garden and implement effective composting practices.

What were the challenges faced during implementation?

Implementing the ARKIS Educational Garden was not without challenges. The initial delay in setting up a watering system postponed the planting schedule. Additionally, some plants struggled due to inadequate sunlight, necessitating their relocation to sunnier areas. These challenges provided valuable learning experiences, highlighting the importance of adaptability and careful planning in gardening projects.

Give us a brief assessment of your results.

As of October 2023, the garden has successfully engaged students in planting and nurturing activities. The rst crops of radish, kale, and carrots

were harvested, allowing students to experience the joy of consuming their homegrown vegetables. The project not only has enhanced students’ understanding of agriculture but

The ARKIS Educational Garden aligns with Bahrain’s “Green Capital” Project, aiming to inspire similar initiatives across schools and communities.

has also contributed to the school’s mission of promoting sustainability and environmental awareness.

The ARKIS Educational Garden aligns with Bahrain’s “Green Capital” Project, aiming to inspire similar initiatives across schools and communities. By teaching students the bene ts of

planting and reducing food waste, the garden contributes positively to public health and environmental sustainability.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

The implementation of the ARKIS Educational Garden provided several key insights. Notably, the garden served as a therapeutic space for students, particularly those experiencing anxiety. Engagement with nature promoted mindfulness and emotional resilience, illustrating the garden’s role in supporting mental health alongside its educational objectives.

In hindsight, early identi cation of potential challenges, such as site selection and resource allocation, could have streamlined the initial phases of the project. A more robust planning process involving community feedback might have further enhanced the garden’s development and sustainability.

By fostering a deep-rooted commitment to environmental stewardship and sustainable practices, the ARKIS Educational Garden hopes to inspire not only its students but also the wider community to embrace gardening, sustainability, and environmental responsibility.

ABDUL RAHMAN KANOO SCHOOL DIYAR

Innovation: Building Management System (BMS)

Abdul Rahman Kanoo School Diyar uses a smart Building Management System (BMS) to monitor and control electromechanical devices. This system boosts energy efﬁciency, providing peak performance during school hours while ensuring comfortable facilities for the students and staff.

Please share a brief background of your innovation.

Building management systems are perhaps the most important systems on our premises, as they effectively monitor and manage our electromechanical devices. This supports the ability to operate at their maximum performance, whilst actively managing the system performance, therefore achieving maximum energy ef ciency. These systems consist of multiple electronic sensors and sophisticated computer programmes to evaluate the electromechanical device performance in real-time to control them ef ciently. It also allows us to evaluate the system performance and monitor/ manage the power consumption in real-time. With the use of this advanced system, we are able to manage various electromechanical systems to perform at their optimum level, providing the peak performance of the system for the users during active hours (0730 hrs to 1530 hrs). By doing this, we can ensure that our school family (staff and students) are receiving the right facilities at all times and conserve energy.

How was the innovation planned?

Through ongoing research in the global market, we aim to identify and adopt emerging technologies that effectively reduce our carbon footprint.

It also allows us to evaluate the system performance and monitor/manage the power consumption in real-time.

By doing so, we aspire to serve as a role model for our students, guiding them to build their careers in a manner that embraces the technological advancements of the 21st century while preserving the environment.

What were the challenges faced during implementation?

The challenges were multi-faceted:

nancial, product availability, choosing the right technologies and lack of experienced technicians were some of the impediments faced.

Give us a brief assessment of your results.

We can effectively control the performance of multiple systems, enabling us to enhance energy ef ciencies without compromising device performance or service life.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

These technologies are still emerging so we need to pay attention not only to the BMS system but also to every electromechanical system and IT infrastructure to utilize the full potential of the system.

AL HEKMA INTERNATIONAL SCHOOL

Innovation: AHIS Team Impact Initiative

Please share a brief background of your innovation.

This project focuses on collecting excess food from hotels and distributing it to those in need, addressing critical issues such as poverty, hunger, and health. It supports multiple SDGs: SDG 1 (No Poverty): Providing essential resources to underprivileged individuals; SDG 2 (Zero Hunger): Combating food waste and malnutrition; SDG 3 (Good Health and Well-being): Improving nutrition and health outcomes; SDG 4 (Quality Education): Teaching students about sustainability and community service; and SDG 10 (Reduced Inequalities): Promoting equitable food distribution and social equity. This initiative has heightened students’ awareness and empathy, fostering a strong sense of civic responsibility and leadership.

Students played active roles in planning and executing the initiative, enhancing their understanding of civic responsibility.

How was the innovation planned?

The AHIS Team Impact initiative was designed to tackle food waste and promote food security in the local community, focusing on collecting excess food from prestigious hotels. Partnerships were established with

key stakeholders, including renowned hotels, to formalise commitments for food collection and distribution. An educational component raised awareness about responsible consumption and was integrated into the curriculum.

Community engagement occurred during signi cant periods like Ramadan to foster cohesion. Students played active roles in planning and executing the initiative, enhancing their understanding of civic responsibility. Ongoing feedback mechanisms allowed for continuous improvement. The initiative also aligned with other school projects to promote sustainability and social responsibility effectively.

What were the challenges faced during implementation?

The initiative faced several challenges during its implementation, including logistical coordination for food collection

and distribution, which required careful scheduling and timely delivery to those in need. Raising awareness within the community and encouraging participation from both students and local residents was an ongoing effort, as some were initially unaware of food waste issues. Maintaining strong partnerships with hotels was crucial for sustainability while navigating food safety regulations demanded strict adherence to local health guidelines. Engaging students consistently posed challenges, especially in balancing their academic commitments with community service. Additionally, evaluating the initiative’s effectiveness and addressing the varying needs of different community groups required exibility and adaptability. Despite

these challenges, the commitment of the team to overcome obstacles has signi cantly strengthened the initiative’s impact and its ties to the community.

Give us a brief assessment of your results.

The AHIS Impact Team at Al Hekma International School (AHIS) has yielded positive and impactful results, both within the school community and the local environment. By collecting and distributing excess food from hotels, the initiative has provided essential resources to underprivileged individuals, addressing hunger and improving food security in the community, especially during critical times like Ramadan.

The initiative has fostered a strong sense of community among students,

staff, and local residents, with partnerships enhancing food distribution efforts and uniting diverse groups in a common cause. Students have gained valuable hands-on experience in community service, developing empathy, leadership skills, and a deeper understanding of social responsibility while enhancing their awareness of sustainability issues.

Integrated into the school curriculum, the initiative allows students to learn about responsible consumption, food waste, and civic engagement, enriching their learning experiences and promoting critical thinking. Additionally, by addressing food waste, the initiative contributes to environmental sustainability, reinforcing the importance of eco-friendly practices among

students and the broader community.

Community feedback has been overwhelmingly positive, with recipients expressing gratitude for the support received, creating visible joy and relief among those bene ting from food distributions. The MOUs with hotels have established a framework for ongoing collaboration, ensuring the sustainability of food donations and fostering long-term relationships between AHIS and local businesses. Overall, the AHIS Impact Team has not only successfully addressed immediate needs within the community but has also empowered students and cultivated a culture of civic responsibility, making a signi cant and lasting impact.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

Collaboration, community engagement, and adaptability are key pillars of the AHIS Team Impact initiative. Strong partnerships with local businesses, like hotels, rely on clear communication and mutual understanding, while early involvement of community members fosters a sense of ownership and provides invaluable feedback to shape the programme. Flexibility is crucial, enabling adjustments to logistical challenges and evolving community needs. Educational components play a pivotal role, raising awareness about sustainability and

Engaging students consistently posed challenges, especially in balancing their academic commitments with community service. Additionally

social issues, while fostering deeper engagement. To measure success, clear metrics and regular evaluations are essential, allowing for real-time improvements.

Adequate resource allocation, including time, staff, and materials, ensures smooth implementation without overburdening participants. Moving forward, early stakeholder involvement can re ne goals, while comprehensive training on food safety and distribution protocols enhances ef ciency. A strong marketing strategy and an evaluation framework can boost participation and impact. Scalability plans can extend the initiative’s reach, ensuring lasting bene ts for the school and community.

AMERICAN SCHOOL OF BAHRAIN

Innovation: ASB’s Participation In The MSA RAIL Project

The American School of Bahrain joined the Middle States Association’s Responsible AI in Learning, RAIL Project to promote safe, ethical AI use in education. As one of the founding schools, ASB collaborates with MSA to create a roadmap for AI integration, focusing on literacy, safety, and ethics. This initiative empowers teachers to use AI as a tool for innovative learning, keeping the school at the forefront of technology in education.

Please share a brief background of your innovation.

As an educational institution, we recognise the importance of staying up-to-date with rapidly evolving technologies like AI and de ning their responsible and safe usage. As these technologies transform education, we are committed to adopting AI effectively, ethically, and securely to foster a safe and innovative learning environment.

RAIL (Responsible AI in Learning)

We are proud to be among the 50 schools in 19 countries pioneering this initiative.

is an initiative by the Middle States Association (MSA) that rede nes great learning in the AI era. Its rst

endorsement, “AI Literacy, Safety, and Ethics,” allows schools to earn a digital credential, demonstrating their responsiveness to one of the most transformative technologies since the Internet.

The MSA Commissions on Elementary and Secondary Schools (MSA-CESS) has been a global leader in accreditation and school improvement for over 130 years, accrediting schools in more than 100 countries. The RAIL programme provides a holistic roadmap to integrate AI in education, starting with a school’s mission and vision, and building policies, procedures, and implementation plans tailored to its unique goals.

We are proud to be among the 50 schools in 19 countries pioneering this initiative. Our team collaborated with MSA to develop evidence supporting enhanced learning in the AI era. Upon completing the programme, we will earn an endorsement, empowering us to lead in AI integration and encourage educators to adopt AI as a tool to enhance educational outcomes.

How was the innovation planned?

In March 2024, MSA invited all accredited schools to participate in the inaugural cohort of RAIL (Responsible AI in Learning). Recognizing the signi cance of staying ahead in the rapidly evolving technological landscape, our school’s leadership

team immediately seized this opportunity. We began by assembling a dedicated team of AI enthusiasts to gather the necessary evidence for the endorsement process. This initiative was planned with a strong focus on building a foundation for responsible and ethical AI integration within our educational framework.

What were the challenges faced during implementation?

One of the primary challenges we encountered was coordinating the team’s efforts amid the busy end-of-year academic schedule, which is traditionally one of the most demanding periods for any school.

Balancing this workload with the requirements of the endorsement process was dif cult. Additionally, understanding and compiling the necessary evidence posed a challenge, as it required us to collect and

synthesize information from various departments to create a comprehensive and cohesive set of documentation.

Give us a brief assessment of your results.

After submitting our evidence, MSA will soon announce the school’s endorsement from RAIL’s MSA team. This endorsement empowers us to implement AI in our educational practices in a safe, ethical, and responsible manner.

As we enter the new academic year, the positive outcomes of our efforts are already evident, particularly in the training of our new staff members. We are con dent that with continued dedication, our school will remain at the forefront of ethical and innovative AI use in education, enhancing the learning experience for all.

In hindsight, what were the most valuable lessons learned while implementing the

innovation? Could things have been done differently?

The most valuable lesson we’ve learned is that innovation in AI is not merely about integrating technology into existing practices but rede ning the learning experience to fully harness the potential of rapidly evolving technologies.

Effective technology integration extends beyond policies and procedures; it requires a cultural shift within the school to embrace and support these changes. As we are still in the early stages of implementation, it is too soon to de nitively say what could have been done differently. However, as we progress, we will actively gather feedback from our staff and teachers to re ne our approach and enhance our innovative use of AI in the classroom.

AMERICAN UNIVERSITY OF BAHRAIN

Innovation: Quality Assurance Framework For AI-Infused Teaching and Learning

The American University of Bahrain’s Quality Assurance framework for AI-driven education ensures that AI integration meets academic standards while addressing ethical, privacy, and data accuracy concerns. The framework is being developed by Dr. Nina Abdul Razzak, Director of AUBH’s Director of the Centre for Teaching and Learning Excellence.

Please share a brief background of your innovation.

Ensuring the quality of higher education is vital for fostering institutional excellence, enhancing reputation, attracting toptier students, aligning educational outcomes with market needs, creating a skilled workforce, and driving continuous improvement. Quality

assurance (QA) processes play a pivotal role in maintaining academic standards through comprehensive policies, procedures, reviews, and enhancements. These processes encompass not only curricula and assessments but also student support, faculty development, infrastructure, research, community engagement, and career guidance. By ensuring academic programmes remain relevant and effective, QA helps institutions adapt to

societal demands and global trends. QA frameworks provide structured mechanisms for evaluating and improving educational provisions. They guide internal reviews and align external evaluations, like accreditation, with institutional goals and standards. With the rise of Arti cial Intelligence (AI) in education, ensuring quality becomes even more critical. AI in education (AIEd) offers numerous bene ts, including personalised learning, virtual

tutoring, enhanced content delivery, administrative ef ciency, data-driven decision-making, inclusivity, and interdisciplinary research. However, challenges such as ethical concerns, biases, data privacy risks, and potential misinformation must be addressed to maximize its potential.

Recognizing this need, Dr. Nina Abdul Razzak, Associate Professor at AUBH, proposed developing a QA framework speci cally for AIEd. This innovative approach aims to ensure that AI integration in education upholds and enhances academic standards while mitigating risks. By addressing the complexities of AIEd through targeted QA measures, higher education institutions can harness AI’s transformative power responsibly and effectively, paving the way for a more dynamic and equitable educational landscape.

How was the innovation planned?

The proposed framework was a result of intensive research conducted on the main bene ts and challenges of AI in education (AIEd), in addition to research done on the key components of effective QA frameworks. The research was qualitative in design and took the form of a review of the scholarly literature and several focus groups with experienced faculty members from

across the GCC. The aim of the focus groups was to elicit the participants’ insights on what they consider to be the main priorities and concerns when it comes to integrating AI into education. The results obtained from both the literature review and the focus groups were used as reference points to base

By ensuring academic programmes remain relevant and effective, QA helps institutions adapt to societal demands and global trends.

the new framework and to develop its main standards and indicators.

However, before conducting this research, the plan for proposing the innovative idea (i.e., the QA framework for AIEd) included the initial step of scoping the educational literature to ensure that no such framework or anything similar already existed. The

results of the scoping showed that most of the available guidance on the AIEd topic is in the form of advisory notes, guidelines, or roadmaps that are independent of a speci c system or framework. While documents such as these are valuable and informative, they, nevertheless, lack the authoritative and imperative nature of QA frameworks and established standards in education, which draw their authority from several key sources.

By establishing that no clear, authoritative and full- edged QA framework for AIEd is yet in place, there was suf cient justi cation for why a comprehensive QA framework is needed and recommended to provide structure and guidance to the process of AI integration in higher education. The justi cation for the need for the framework was also ampli ed by the mere fact that AIEd, both as a concept and practice, is multifaceted and complex, and is, hence, in need of structure and regulation.

What were the challenges faced during implementation?

Developing the framework was not challenge-free; as, to be effective, the framework had to be as comprehensive as possible, which was cognitively strenuous due to having to think of so many details at one time. Additionally,

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it was a must that the framework be consistent with typical QA frameworks used to evaluate higher education provision and, so, effort was placed in ensuring that the product could be used to supplement existing frameworks at both the national and international levels.

Give us a brief assessment of your results.

Even though the proposed framework has not yet been practically implemented, it has been subjected to evaluation as a result/product of a long process of planning and research. The evaluation of the framework has been carried out on three different levels. At the rst level, it was peer-reviewed by a colleague at AUBH, who is an expert in QA of higher education. At the second level, the framework was presented at an international educational conference in July 2024, where feedback was provided by the conference attendees. Finally, the framework was presented at a local educational excellence forum in early October 2024 that comprised

educators from different institutions and ministries in Bahrain. The forum attendees provided feedback on the potential of the framework as a practical tool that can be used by both HEIs

The results of the scoping showed that most of the available guidance on the AIEd topic is in the form of advisory notes, guidelines, or roadmaps that are independent of a speciﬁc system or framework.

BAHRAIN SCHOOL

Innovation: The AP Capstone Diploma Programme

and QA and accreditation bodies to guide and regulate AIEd and maintain its academic standards. All elicited feedback at the different levels was positive, highlighting the framework’s promise and recommending its adoption by policymakers at the national level, to be publicly circulated to the relevant stakeholders and translated into practical applications.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

Looking back, the only thing that could have been done differently in the process of developing the framework was to involve a bigger number of educators as participants in the research, the results of which were used to base the framework. Efforts could also have been exerted from the initial stages of development to try to approach the relevant policymakers and sell the idea of the framework to them.

Bahrain School is the ﬁrst and only educational institution in Bahrain offering the AP Capstone Diploma. This programme builds essential college and career success skills, such as critical thinking, research, collaboration, and communication.

Please share a brief background of your innovation.

Bahrain School is the rst and only school to offer the AP Capstone Diploma in Bahrain. We are one of approximately 2,500 schools worldwide to implement the AP Capstone Diploma, programme an innovative programme encouraging students to develop college and

career success skills, including critical thinking, research, collaboration, and communication.

How was the innovation planned?

The AP Capstone Diploma Programme was planned as an innovative addition to our current Advanced Placement (AP) programme accredited by the College Board in coordination with the closure of

our IB Diploma Programme. Rather than focusing on speci c academic subjects, AP Capstone courses take an interdisciplinary approach, allowing students to develop their research, critical thinking, presentation, collaboration and time management skills. These tools help students succeed in their college coursework and future careers.

What were the challenges faced during implementation?

During the implementation of the AP Capstone Diploma programme, some challenges were faced, namely curriculum development and student preparedness and also adding additional AP courses. Developing a new curriculum for the AP Capstone Programme was challenging, as it required designing interdisciplinary courses and assessments that meet the programme’s rigorous standards.

We also had to provide training to our teachers to effectively teach the AP Capstone courses and mentor students through the research projects. Some students may have faced challenges in adapting to the programme’s rigorous demands, including the research requirements and the need for advanced critical thinking skills. Despite these challenges, we have successfully managed to implement the AP Capstone Diploma programme and have seen positive outcomes from our students – including the pending graduation of our rst AP Capstone Diploma holders in May of 2025.

Give us a brief assessment of your results.

The results of students taking the AP Capstone Diploma programme have generally been positive. Students who complete the programme demonstrate strong research, critical thinking, and communication skills. They are wellprepared for college-level work and have a competitive edge in the college

admissions process. Additionally, data shows that students who participate in the AP Capstone programme are more likely to graduate from college in four years or even less. Overall, the programme has been successful in providing students with valuable skills and to prepare them for future academic success. Recent AP results show that all 11 students in our AP Seminar have passed their AP assessment.

Students who complete the programme demonstrate strong research, critical thinking, and communication skills.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

In hindsight, one valuable lesson we learned from implementing the AP Capstone Diploma Programme was the importance of comprehensive teacher training. Providing thorough

and ongoing training for teachers is crucial to the success of any educational programme but especially for the AP Capstone. Ensuring that educators have the necessary support and resources to effectively teach the courses and mentor students through research projects can enhance the overall quality of the programme.

We also recognised the importance of adequately preparing our students for the rigour of the AP Capstone Programme. We have learned that being exible and willing to adapt the programme based on feedback and the evolving needs of both our teachers and students is crucial. Therefore we are regularly assessing and adjusting the programme to better meet the needs of our students and educators.

THE BRITISH SCHOOL OF BAHRAIN

Innovation: Mental Health Ambassadors

Please share a brief background of your innovation.

The Mental Health Ambassadors programme was launched as part of a broader Mental Health Awareness initiative at the British School of Bahrain. It originated during a workshop led by a mental health expert as part of our Beyond BSB Programme in preparation for Mental Health Awareness Day. The workshop highlighted the impact of global and local issues on mental health. The students expressed a strong desire to reduce the stigma surrounding mental health and support peers. As a result, these students became our

The ambassadors play an active role in spreading mental health awareness by sharing weekly tips during assemblies and in parent newsletters.

inaugural Mental Health and Wellbeing Ambassadors, initiating a school-wide

change in attitudes towards mental health. We also wanted to build on the Mental Health First Aid Training that all teaching and support staff completed by offering training for the Ambassadors.

How was the innovation planned?

The innovation was planned in response to the enthusiastic interest shown by the students following the mental health workshop. Our goal was to build on this momentum and ensure the initiative became embedded in our school’s culture rather than a one-off activity.

We aligned the programme with key school events, including assemblies and community outreach, while also ensuring the students could balance their academic workload. Planning also involved expanding the initiative to involve younger students, parents, and staff to ensure broad participation and a shared sense of ownership across the school community.

What were the challenges faced during implementation?

One of the main challenges we faced was managing the busy schedules of our student ambassadors, who were balancing demanding academic programmes such as GCSEs, BTECs, and A-Levels. Additionally, the challenge lay in ensuring the programme’s sustainability—making it a fundamental part of school life rather than a temporary or super cial initiative. This required careful coordination and planning with different departments

and teams to integrate mental health activities seamlessly within the school’s broader educational and pastoral framework.

Give us a brief assessment of your results.

Since its launch, the Mental Health Ambassadors programme has grown signi cantly. Initially starting with a small group of students, it will soon expand to involve the entire school community, including younger students, staff, and parents. The ambassadors play an active role in spreading mental health awareness by sharing weekly tips during assemblies and in parent newsletters.

They have successfully organised and are planning several awareness events, such as Children’s Mental Health Awareness Week. In addition, we have fostered partnerships with external organisations like the BSPCA, where students volunteer or interact with therapy animals, further reinforcing the holistic approach to mental well-being.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

In hindsight, one of the most valuable lessons we learned was the extent of community interest and

expertise in mental health. Initially, we underestimated the level of engagement from both students and external organisations, which led us to reconsider how we could scale the initiative more effectively.

Involving community partners earlier on would have allowed us to build on existing resources and connections to expand our reach more quickly. Moving forward, we will focus on maintaining the momentum by continually engaging the broader community and tapping into external expertise to support and grow the programme.

CANADIAN SCHOOL BAHRAIN

Innovation: UN Sustainable Development Goals Fair

Please share a brief background of your innovation.

The launch of a UN Sustainable Development Goals (SDG) Fair at the school was an initiative that engaged all students from nursery to grade 9. The event encouraged the creation of STEAMdriven solutions to address global challenges. As a result, major schoolwide initiatives were born, including a recycling programme and the development of a learning garden, which is currently under construction. The garden will serve as an interactive space for students to learn and cultivate plants, enhancing hands-on learning experiences related to sustainability.

How was the innovation planned?

The innovation of the UN Sustainable Development Goals (SDG) Fair was the result of a collaborative effort between students, teachers, and school leaders. Together, they planned a hands-on, interdisciplinary approach to addressing global challenges. Teachers integrated SDG themes into their curriculum plans, while students brainstormed and developed creative STEAM-driven solutions. School leaders provided the necessary resources and guidance, ensuring the initiative aligned with the school’s mission. Regular planning, meetings and workshops helped re ne ideas, leading to the launch of the fair and further initiatives, such as the recycling programme and learning garden, which are now key parts of the school’s sustainability efforts.

Give us a brief assessment of your results.

The results of launching the UN SDG Fair and the collaborative planning among students, teachers, and school leaders were transformative for the school community. It sparked a greater awareness of global challenges and fostered a culture of sustainability and innovation. The students’ STEAM-driven

solutions led to tangible outcomes, such as the successful implementation of a school-wide recycling programme and the ongoing construction of a learning garden.

School leaders provided the necessary resources and guidance, ensuring the initiative aligned with the school’s mission.

These initiatives not only improved the school’s environmental impact but also provided students with hands-on learning experiences, reinforcing key skills like collaboration, problem-solving, and environmental stewardship. The project also strengthened the sense of community and responsibility among students.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

The most valuable lessons from the UN SDG Fair initiative included the power of collaboration, the importance of integrating real-world problems into the curriculum, and the impact of student-led innovation. Students learned how their ideas could create real change, developing a deeper understanding of sustainability and global issues. Teachers and school leaders saw the value in hands-on, interdisciplinary learning that goes beyond the classroom.

Looking forward, one key area for improvement would be allowing more time for planning and execution to ensure that each project is fully developed. Greater involvement from the wider community, such as parents and local experts, could also enhance the learning experience. Additionally, integrating ongoing feedback mechanisms would help re ne the process and allow for continuous improvement of future initiatives.

THE CHILDREN’S ACADEMY

Innovation: Champion of Empowerment

The Children’s Academy, a school catering to children with special educational needs focuses on the empowerment of the students toward independence, through its curriculum. Using personalized Individualized Education Programmes, they tailor learning through sensory and visual methods, supporting both academic and social growth.

Please share a brief background of your innovation.

As a SEND (special educational needs) school, we are striving for the best outcomes for our students. We follow the British Curriculum and empowering the students is always at the forefront. Striving for independence is the main aim of the school and it has been lovely to see so many students reach this target, not only in their school work but socially as well.

Some children learn in very small steps, so we make sure to celebrate every achievement.

How was the innovation planned?

Empowering our students was done through the school’s mission to nurture self-reliance and personal growth.

What were the challenges faced during implementation?

Being a SEND school, the students learn in so many different ways. The younger pupils tend to learn through a sensory approach whereas, for the older students, it is more visual. Each child has an IEP (Individual Education Plan) so we have to tailor learning experiences in a different way for each child.

Give us a brief assessment of your results.

Some children learn in very small steps, so we make sure to celebrate every achievement. Our assembly is called Celebration – where we celebrate the achievements of the students in the whole school. We empower the children by giving them a voice in the school; we listen to them, laugh with them, and celebrate their milestones. We have been lucky to even have some of our students enter university – not an easy feat. We are exceptionally proud of our students.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

We learn from our students every day and have to be aware of their needs. Sometimes, what works one day may not work the next, so we are constantly revising our learning styles to suit the children. Many opportunities were given for the children to go into the workforce or to just be a part of the whole community.

HAWAR INTERNATIONAL SCHOOL

Innovation: Choose Day

Hawar International School’s “Choose Day” uses a shorter Tuesday schedule to offer student-chosen activities, enhancing learning through play-based experiences. The initiative also helps parents understand the educational value of play in early childhood.

Please share a brief background of your innovation.

We have a short day on Tuesday for all of our students and it made perfect sense to create a day where they could choose their activities.

How was the innovation planned?

As part of the drive to improve the learning experience and move to a playbased kindergarten, the team decided to use the short day more creatively.

What were the challenges faced during implementation?

One of the biggest obstacles was explaining play-based learning to our

To be fearless is to be bold and that is what our children deserve.

community. When parents think of the word “play” they do not necessarily think of all of the learning that happens when at play. We spent time ensuring our parents understood the pedagogy behind Choose Day and detailed all of the bene ts.

Give us a brief assessment of your results. We have happier children and staff; we have a lot more joy in the classrooms as we follow the children’s passions and the natural quest for

creativity and artistry, all the while building the skills needed as they progress to the next stage of their learning journey.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

To be fearless is to be bold and that is what our children deserve. As educators, we have enough empirical evidence that sits alongside researchbased, best practices to know that Choose Day would be a success. The valuable lesson learned is to be fearless in our pursuit of excellence and to be bold in our conviction to deliver the best outcome for all children.

THE INTERNATIONAL SCHOOL OF CHOUEIFAT - MANAMA

Innovation: SABIS® Parent App

ISC-Manama introduced the SABIS® Parent App to strengthen parental involvement by providing real-time access to student performance and school updates. The app features user-friendly navigation, direct communication, and personalised student dashboards.

Please share a brief background of your innovation.

At ISC-Manama, as in all SABIS® schools worldwide, we strongly believe that parents are an essential part of our community of learners. There is no doubt that parental involvement in their children’s education has a huge impact on their academic performance and personal and emotional development.

As such, because of the rapidly evolving world of technology as well as the needs of many of our parents, SABIS® set out to develop a mobile application, known as the SABIS® Parent App, that would allow them easy and quick access to their children’s academic performance, attendance,

There is no doubt that parental involvement in their children’s education has a huge impact on their academic performance and personal and emotional development.

behaviour, and involvement in student life.

The App provides ease of navigation: it is extremely user-friendly, allowing parents easy access to school announcements, calendar, important links, leave requests, re-registration, etc. The App enhances communication between parents and the school, including the option to book a meeting with their child’s AQC. All messages related to news and announcements are received by parents in real-time. These could include announcements or messages that require parents’ action, such as acknowledging, approving, or rejecting a school trip.

Parents with more than one child can navigate between their children’s dashboards to see details related to

Everything your children experience today will have an impact on their tomorrow.

So, make sure you oﬀer them an educational experience that cares about their future just like you do.

each one. From the student dashboard, parents have access to important school updates and their children’s academic and non-academic details, including timetables, resources, courses, remarks, exams/grades, report cards, homework, discipline, attendance, performance, SLO®, and more.

How was the innovation planned?

The SABIS® Parent App was fully developed by SABIS® HQ in line with the organisation’s commitment to R&D and to providing schools within the network with the latest educational technology that enhances the learning experience. The rst Parent App was launched and made available to schools within the network in 2015.

In 2021, SABIS® launched an all-new version of the application that was re-engineered to offer parents an even better experience and more information on their children’s life at school. The new app caters to all aspects of communication with parents, including academic, marketing, and nancial matters, ensuring that the parents have a comprehensive tool to stay connected with the school and their children’s progress.

What were the challenges faced during implementation?

During the initial stages of implementation, as with the launch of any new technology, we faced a few technical glitches that were quickly addressed. With the latest version of the app, which was launched in 2021, we were able to further address these issues. Perhaps the biggest challenge was the massive coordination it took to inform parents in 21 countries on 5 continents about the bene ts of the app and to encourage them to download and begin using the app.

Give us a brief assessment of your results.

Once parents began using the SABIS® Parent App, the feedback was generally positive. Parents appreciate the access they have to their children’s

progress and activities at school. They also feel better connected to their children’s lives at school and are able to support them if needed.

The upgrade that was more recently released was particularly well-received as it improved the user experience, offered a more modern interface, and easier communication between the parents and the school. We received very little negative feedback, and staff at school were able to use the app easily without requiring much support. The app’s user-friendly design and comprehensive features have made it an indispensable tool for parents.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

A valuable lesson we learned while implementing the SABIS® Parent App is that technology and innovation are always evolving, and parents expect us to deliver the best product promptly. Continuous feedback and improvement are crucial. Our teams at SABIS® are always working on developing new features and improving the user experience to meet the high expectations of our parent community.

MULTINATIONAL SCHOOL BAHRAIN

Innovation: Environmentally Sustainable Entrepreneurship

Commerce students of the school revamped their business projects for environmental sustainability, incorporating waste reduction, recycling, and ecofriendly practices. Their solutions, developed with local vendors and organisations, were showcased at the school’s Commerce Day event.

Please share a brief background of your innovation.

We challenged our Commerce students to thoroughly re-examine their business

projects to redesign every single aspect of it so that it became more environmentally sustainable.

How was the innovation planned?

We started by teaching sustainability

concepts, including waste reduction, recycling, and eco-friendly practices as per the UN’s sustainable development goals. We then planned the implementation of the changes to their business plans, engaged with relevant vendors, and collaborated with

local organisations. Then we evaluated and implemented the solutions derived during this process which culminated at our Commerce Day event.

What were the challenges faced during implementation?

Budgetary constraints, lack of suitable facilities in Bahrain, curriculum targets were some of the biggest challenges we had to navigate while successfully implementing this project.

Give us a brief assessment of your results.

Our results were outstanding. The students were able to re-develop their initial business concepts in a way that

We started by teaching sustainability concepts, including waste reduction, recycling, and eco-friendly practices as per the UN’s sustainable development goals.

NADEEN SCHOOL

revolutionised the manner in which they designed their business practices including driving new operational ef ciencies, strategic thinking and sales and marketing concepts.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

Doing thorough research on precisely what facilities are available locally, and understanding the tax and nancial incentives for environmental sustainability were invaluable lessons learned through this project.

Innovation: Belonging - The Foundation of Learning Innovation

Nadeen School fosters innovation by prioritis ing a strong sense of belonging and creating supportive learning spaces for all students, including neurodivergent learners. Through its Work-Learn-Flourish approach, Nadeen encourages conﬁdent, ambitious problem-solvers ready to thrive.

Please share a brief background of your innovation.

At Nadeen, we believe bold, creative thinkers can change the world. We empower learners to be innovative problem

solvers, focused on improvement and growth. Through our Nadeen Lens and as a High-Performance Learning School, we celebrate new ideas and inspire achievement. Our Work-LearnFlourish (WoLF) approach re ects our commitment to supporting every learner’s growth.

Inspired by the wolf and its pack, we prioritise belonging, knowing it is essential for ourishing. We embrace neurodiversity with a strengthbased approach, creating tailored environments to meet diverse needs. Sensory and calm spaces, specialised lighting, and movement areas help

learners feel supported. Quieter, self-directed spaces allow focus on personal projects, offering a break from overstimulating classrooms.

For learners with complex needs, our THRIVE curriculum, led by expert teachers, provides personalised timetables designed for success. Our behavior-for-learning approach, informed by neuroscience, guides educators to understand how a calm nervous system fosters optimal learning.

At Nadeen, we know a sense of belonging enables learners to thrive, creating the foundation for innovative thinking. By providing environments that inspire growth and achievement, we help every learner reach their full potential and make a meaningful impact on the world.

How was the innovation planned?

Nadeen has always considered itself a leading school for creating a neuroinclusive environment where all can thrive. The new campus provided a welcomed springboard to drive this innovation forward. With new spaces, came innovation from the thoughtful and creative educators at Nadeen.

The rst stage of planning began in 2023 when the new campus was opened, and we decided to create a space for movement and a space

Nadeen has always considered itself a leading school for creating a neuro-inclusive environment where all can thrive.

for calm for some of our learners who needed this additional provision. Following the success of this, staff training was implemented on understanding our nervous systems and the different needs that may impact our nervous system responses.

Staff are gaining con dence and feel empowered to take this further. Fast forward one year and we now have more spaces and we can create environments where everyone can belong and thrive.

What were the challenges faced during implementation?

Resourcing the spaces was a challenge. Some materials were easily sourced locally such as lighting and

furnishing but for some items, we needed more specialised suppliers. The resourcing of the spaces is an ongoing process because we are continually adapting to meet the needs of our different learners.

This innovation has changed our admissions process and we have had to work at speed to create policies that match how we are now working with our learners. Staff training is a fundamental aspect of this innovation and this will be an ongoing process as we continue to develop our understanding of neuroscience and how this impacts our understanding of neurodiversity and enabling belonging for all.

Give us a brief assessment of your results.

The results so far are very anecdotal due to the nature of the work we are doing. This innovation lies at the human level and we will need to develop a way of assessing the impact of this moving forward. In the meantime, we meet regularly to discuss the learners and progress in their sense of belonging. It will be really interesting to see our mid-year and end-of-year academic assessment data for 2025 to see the impact over time in comparison to our baseline data for this year.

However, the community feedback

provides us with anecdotal information to know and understand we are doing something important here in Bahrain. Parents’ comments such as ‘Thank you for what you are doing for my child. She was admitted to previous schools but at Nadeen, she belongs and has a real community!’ and ‘My son is now wanting to come to school. He feels safe and connected. He knows he can take a break if he feels overwhelmed. What you are doing at Nadeen is special and it is making a difference to his con dence!’ are very encouraging.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

Although we have come really this far, it feels like we are only at the beginning of this journey. Every day, we make plans for the future of Nadeen about how we can make our environments and learning experiences even more inclusive.

We already have plans for a complete re-design of the spaces using more

specialised equipment and we are currently working on an innovative technology proposal to enhance everything that we are doing.

The most valuable lesson is ensuring we are continually evaluating through our process of plan, do, and review. This simple process of plan, do, review has enabled us to move quickly and innovate together for our future plans.

ST CHRISTOPHER’S SCHOOL BAHRAIN

Innovation: Al Raffa Senior Campus

Please share a brief background of your innovation.

St Christopher’s School‘s decision to build the new Senior Campus was made with both current and future generations of St Christopher’s students in mind, re ecting the school’s commitment to excellence in education. Recognising the evolving needs of modern learners,

the new campus is designed to provide cutting-edge facilities that support not only academic achievement but also personal growth, collaboration, and creativity. The campus will offer stateof-the-art learning environments that inspire both students and teachers, ensuring that St Christopher’s continues to set the standard for educational innovation in the region.

How was the innovation planned?

The planning process began with an extensive review of current educational facility trends, consultations with architects and educators, and input from students, parents and staff to ensure the campus would meet the needs of the entire school community. Working with top-tier architectural and engineering rms, the design focuses

Bachelor in Business Administration

Bachelor in Accounting and Finance

Bachelor in Accounting

Bachelor in Political Science

Bachelor in Management Information Systems

Master in Human Resources Management

Master in Business Administration

Master in Accounting and Finance

College of Administrative Sciences

Master in Political Science

College of Arts and Science

Bachelor in Computer Science

Bachelor in Graphic Design

Bachelor in Interior Design

Master in Computer Science

Bachelor in Law

Master in Law

Master in Commercial Law

College of Law

College of Engineering

BEng (Hons) Civil Engineering

BEng (Hons) Architectural Engineering

BEng (Hons) Mechanical Engineering

BEng (Hons) Electrical and Electronic Engineering

College of Law LLB (Hons) Law

College of Administrative Sciences

(Hons) Business Management

on creating exible learning spaces that can adapt to various teaching and learning styles, integrated with modern technologies to support interactive and hybrid learning. Sustainability was also a key priority, resulting in the implementation of eco-friendly construction practices and energyef cient systems across the campus.

What were the challenges faced during implementation?

The COVID-19 pandemic posed the most signi cant challenge to the project, delaying it by nearly three years with the economic impacts necessitating a reevaluation of budget allocations and priorities. However, despite these challenges, the school

Through ﬂexible planning, strategic adjustments, and the support of dedicated partners, the project is now back on track and progressing toward its 2026 opening.

remained committed to its vision. Through exible planning, strategic adjustments, and the support of dedicated partners, the project is now back on track and progressing toward its 2026 opening.

Give us a brief assessment of your results. Although the project is still in progress, construction has commenced and completion is expected in Spring 2026. The campus is set to enhance the learning experience for students and support teachers in delivering more dynamic, interactive lessons. Upon completion, the campus will set a new benchmark for educational facilities in the region.

UNIVERSITY OF TECHNOLOGY BAHRAIN

Innovation: Entrepreneurship Development Programme

The University of Technology Bahrain’s Entrepreneurship Development Programme empowers students with the skills, mentorship, and resources needed to launch successful ventures. Through workshops, seminars, and projects, UTB fosters entrepreneurial talent, driving innovation and economic growth.

Please share a brief background of your innovation.

While it is a must for a university to provide entrepreneurship development training, particularly to its students in the elds of business, the University

of Technology Bahrain’s (UTB) Entrepreneurship Development Programme (EDP) stands out from its other academic initiatives as a beacon of innovation and entrepreneurial excellence.

This initiative offers comprehensive training, expert mentorship, and vital

resources, empowering students to create and launch successful business ventures. Through dynamic workshops, insightful seminars, and immersive hands-on projects, participants acquire essential skills in business planning, marketing, nance, teamwork and leadership.

The programme’s success in incubating numerous startups highlights UTB’s unwavering dedication to cultivating the next generation of entrepreneurs and driving economic growth and innovation.

How was the innovation planned?

The Entrepreneurship Development Programme (EDP) at the University of Technology Bahrain (UTB) began in mid-2023 as a course-level requirement for Bachelor of Science students in International Business and Business Informatics under the College of Administrative and Financial Sciences. By its second edition, the programme welcomed students with diverse backgrounds, including working professionals. Their business pitches demonstrated signi cant potential, showcasing feasibility and creativity. Recognising growing student interest, the college collaborated with other academic departments, university of ces, and external advisory boards to identify employability skills in demand among Bahraini and regional employers. Prominent industry leaders were invited to deliver lectures and workshops, inspiring students to transform their

A key challenge of

the Entrepreneurship Development

Programme (EDP) is helping students see its depth and signiﬁcance beyond a course requirement.

business ideas into viable ventures. UTB also hosted the launch of Accelerating Entrepreneurship, a book co-authored by over 40 entrepreneurs and researchers, including a UTB professor, chronicling entrepreneurial challenges and successes.

Building on these efforts, the programme expanded in its third edition to include students from other colleges, such as engineering, computer science, and IT, creating a

dynamic and collaborative environment. Four outstanding student projects were showcased at the ninth edition of Manama Entrepreneurship Week, providing invaluable exposure.

The fourth edition, held on 22nd July, 2024, featured 12 potential startups and included the esteemed presence of Dr. Diana Al Jahrami, Secretary General of the Higher Education Council. She commended UTB for fostering entrepreneurship aligned with Bahrain’s vision for sustainable development. Several participants have since launched startups, leveraging the networks and exposure gained through EDP.

The programme has transformed into a comprehensive initiative, equipping students with mentorship, guidance, and opportunities to bring their ideas to life. By cultivating a strong entrepreneurial spirit, UTB is preparing students to thrive while driving economic growth and innovation in Bahrain.

What were the challenges faced during implementation?

A key challenge of the Entrepreneurship Development Programme (EDP) is helping students see its depth and signi cance beyond a course requirement. The programme aims to unlock their potential by training them in feasibility studies, business planning, marketing strategies, and innovation for sustainability. UTB addresses this by emphasising realworld applications and long-term bene ts through motivational seminars, guest lectures from successful entrepreneurs, and interactive sessions showcasing the practical impact of entrepreneurial skills. Even after

completing the programme, students receive support for collaboration and sponsorship, ensuring their projects materialise before or after graduation.

Another challenge is managing time constraints, as students often have con icting schedules within their groups, affecting project timelines. However, this challenge becomes an opportunity to develop teamwork, collaboration, and leadership skills. By encouraging effective communication, exibility, and mutual support, students learn to navigate differences and work cohesively toward shared goals.

Despite these challenges, students demonstrate resilience and creativity, meeting the program’s demands and producing innovative ideas within tight deadlines. The experience not only fosters entrepreneurial skills but also equips students with essential life skills such as time management, teamwork, leadership, and problem-solving. Overcoming these hurdles has been transformative, preparing students for success in the entrepreneurial world.

Give us a brief assessment of your results.

Overall, UTB’s EDP has seen remarkable progress in fostering entrepreneurship and supporting student ventures since its inception. With the recent completion of its fourth edition, the programme has garnered notable feedback from students and external attendees for its effective pitching and incubation of business ideas, as well as its focus on practical skills development. Students have

bene ted from enhanced training in communication, teamwork, and leadership, bolstered by a supportive faculty and strong industry connections. The comprehensive training provided has contributed to the programme’s success. Through ongoing assessment and re nement, the EDP innovates to amplify its impact and continue preparing students for entrepreneurial success.

Overall, UTB’s EDP has seen remarkable progress in fostering entrepreneurship and supporting student ventures since its inception.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

There is clear and consistent communication among all stakeholders. Ensuring that students, faculty, and external partners fully understand the objectives and expectations of the programme is crucial. This clarity aligns efforts and resources towards the common goal of fostering

entrepreneurship among students.

As the programme progresses, various unforeseen challenges are encountered. Adapting the programme to address these varying issues proved to be bene cial.

Incorporating real-world relevance into the curriculum is valuable. By involving industry experts and creating opportunities for students to engage in practical projects, the learning experience is enhanced, preparing students for the challenges of the entrepreneurial world.

The EDP highlights the power of collaboration, both among students and with external partners. Encouraging teamwork and networking not only improves project outcomes but also helps students build essential soft skills. Continuous improvement is evident. Gathering feedback from participants and stakeholders allows iterative improvements to the programme. This ongoing re nement ensures that the EDP remains relevant and effective in meeting the evolving needs of our students and the entrepreneurial landscape.

EDP continues to innovate and better serve the needs of its students, fostering a thriving entrepreneurial experience by considering potential improvements in future editions of the programme – including enhanced pre-programme orientation, streamlined scheduling, increased industry engagement, additional support structures and evaluation and feedback mechanisms.

VATEL BAHRAIN

Innovation: International Internship

Vatel Bahrain’s international internship programme brings students from Cameroon and Kigali to gain hands-on hospitality experience in Bahrain. This cross-cultural initiative supports the international hospitality institute’s mission to prepare future hospitality leaders for success in the ever-evolving, dynamic ﬁeld.

Please share a brief background of your innovation.

Vatel Bahrain has implemented a pioneering international internship programme that provided students from their Cameroon and Kigali campuses with practical experience in the hospitality industry in Bahrain.

This innovative internship programme aligns with Vatel’s goal to prepare future hospitality leaders for successful careers in the hotel and tourism industry by providing them with real-world and cross-cultural learning experiences. The programme’s adaptability and commitment have helped in overcoming logistical challenges that make it a

The internship programme received positive feedback from both the participating students as well as the host hotels.

strong candidate for the Educational Innovation Award.

How was the innovation planned?

Vatel’s existing global network, which

is available internationally in over 30 countries, was leveraged to coordinate this innovative internship programme. After the COVID-19 pandemic, Vatel proactively reached out to contacts around the world, including Rwanda, to help place Vatel Bahrain students in their countries for internship opportunities. This was the rst step which started a line of communication that led Vatel Rwanda to send their students for internships in Bahrain.

What were the challenges faced during implementation?

The intention was to have students from both Vatel Cameroon and Vatel Kinshasa. However, a virus outbreak in Kinshasa prevented the students

from that campus from participating. Vatel pivoted and proceeded with the students from the Cameroon campus and one student from Kigali. This exhibited the programme’s exibility to adapt to unforeseen challenges. Another challenge faced in this initiative was the Visa restrictions, which Vatel has successfully navigated to enable international students to join the programme, showcasing Vatel’s dedication to providing global learning opportunities to its students.

Give us a brief assessment of your results.

The internship programme received positive feedback from both the participating students as well as the

host hotels. Notably, the students didn’t face any challenges in terms of adapting to their new environments or encountering cultural issues, due to Bahrain’s diverse culture and hospitable nature.

The programme also facilitated valuable international networking opportunities and cross-border relationships which can lead to potential future collaborations. Additionally, the programme’s ease of cultural integration as the internship students reported feeling embraced within their Bahraini workplaces, is a testament to the country’s openness and hospitable nature.

Building on the success of this programme, Vatel is already planning

to expand this initiative by placing students from Vatel China at respective hotels in Bahrain, demonstrating Vatel’s commitment to providing diverse and global learning experiences.

In hindsight, what were the most valuable lessons learned while implementing the innovation? Could things have been done differently?

Vatel Bahrain has gained important insights into the procedures and policies involved in facilitating international student placements, speci cally with the intricate visa requirements and employment contract regulations. This knowledge will be invaluable as Vatel looks to expand the programme.

BAHRAIN EDUCATION AWARDS 2024

Celebrating educational innovation and excellence in the Kingdom.

It was an evening to remember as educators from around Bahrain gathered for an evening to recognise the remarkable innovations of 18 institutions at the Bahrain Education Awards 2024.

Witnessing innovations that spanned ethical AI use, sustainable practices, exposure to global experiences, awareness of local issues, special education needs, and a commitment to mental health and well-being was deeply ful lling. Today’s learners are equipped to excel within and beyond the classroom. They are well-rounded individuals ready to thrive wherever they go.

Bahrain Education Awards would not have been possible without the participation of our esteemed event partners. We thank them for a grand and memorable showcase and for their continued support towards recognising educational excellence.

OUR PARTNERS

SAFER

WORLD CREATING A Digital

One Click at a Time

Children today are more connected than ever, but the dangers in the virtual world are very real!

SafeSurf equips students with the knowledge and skills to recognise and respond to threats effectively.

Cyberbullying

Online Scams

Inappropriate Content

Privacy Breaches Deepfakes And more…

What They Need?

Digital literacy

Privacy and security

Ethical technology use

Prevention from online threats

The

SafeSurf

Way:

Fostering Safe and Responsible Internet Use

Promoting Online Safety Education

Resources to Address AI-driven Risks

Partnerships with Schools and Universities in Bahrain

KEEPING CHILDREN SAFE ONLINE

While AI and technology are changing the world, young users online are exposed to a host of threats - from cyberbullying to online scams. We speak to May Ali AlGhatam, the Online Safety Manager, Telecommunications Regulatory Authority to ﬁnd out more about the TRA’s initiative - SafeSurf and how it’s helping build a safer digital world.

Gone are the days when school projects meant ipping through dusty encyclopaedias at the library. Today, with just a few clicks, children can unlock a world of knowledge, expanding their horizons and connecting with cultures across the globe. The digital age has transformed learning, making information more accessible than ever. However, alongside these exciting opportunities come new risks that parents and educators cannot afford to ignore. Online learning is no longer a luxury but a necessity, a reality-driven home during the COVID-19 pandemic. As families, schools, and governments embraced virtual education, the need

The Online Safety Department at TRA serves as a dedicated hub for promoting a secure digital environment across Bahrain.

to safeguard children in the digital space became clearer than ever. The responsibility does not fall solely on tech developers or policymakers - it

is a shared effort involving educators, parents, and children themselves. Since 2010, SafeSurf has been an active initiative of the Telecommunications Regulatory Authority (TRA)’s Online Safety Department. Aimed at creating a safer online environment for Bahrain’s youth, SafeSurf copes with latest trends and the extreme digital shift to ensure a safer internet-use for users in the Kingdom. SafeSurf offers practical resources that help families and teachers guide children through the digital world with con dence. From secure browsing tips and parental controls to advice on spotting scams, the programme encourages smart online habits from an early age.

We spoke to May Ali AlGhatam, Online Safety Manager, Telecommunications Regulatory Authority (TRA) about the role of the Online Safety Department and how their SafeSurf initiative is creating a safer digital environment for Bahrain’s youth.

What is the role of the Online Safety Department within the Telecommunications Regulatory Authority (TRA)?

The Online Safety Department at TRA serves as a dedicated hub for promoting a secure digital environment across Bahrain. Our role is to empower individuals—students, parents, and educators—by providing resources, workshops, and initiatives that foster safe and responsible internet use. Through programmes like SafeSurf, we aim to address emerging digital challenges, protect users from online risks, and contribute to Bahrain’s vision of a thriving, secure digital society.

How does SafeSurf address the evolving online threats, including those posed by AI like cyberbullying and scams?

SafeSurf is designed to be proactive and adaptable, ensuring we stay ahead of emerging threats. AI has brought both opportunities and risks—making issues like cyberbullying, phishing scams, and deepfakes more complex. At SafeSurf, we address these challenges by offering educational tools, awareness campaigns, and partnerships with global technology leaders. Our focus is on equipping individuals, especially students, with the knowledge and skills to recognize these risks and respond effectively.

What are the most common online threats that children and young adults in Bahrain face today?

Children and young adults today face a range of online threats, including cyberbullying, online scams, exposure to inappropriate content, and privacy breaches. Additionally, with the rise of AI, threats like manipulated media

and automated scams are becoming more prevalent. Our role at SafeSurf is to address these challenges through education, awareness, and resources tailored to empower young users and their families to navigate the digital space safely and responsibly.

AI and technology are changing the world. If you could point out 3 things parents and educators must know while introducing children to them, what would they be?

First, parents and educators must emphasise digital literacy - helping children understand how to differentiate between trustworthy and misleading content. Second, they must focus on privacy and security practices - teaching students to safeguard their personal information and recognise potential scams. Finally, promote balanced and ethical technology use by encouraging children to use AI tools and technology creatively but responsibly, while understanding the associated risks.

How can educational institutions navigating through safe and ethical AI use leverage SafeSurf’s resources to equip students?

SafeSurf provides a comprehensive suite of resources: from workshops and educational materials to campaigns tailored to address AI-driven risks. Schools can partner with us to integrate online safety modules into their curriculum, host interactive sessions for students, and train educators to navigate AI responsibly. By working together, we ensure that students develop the skills to use AI safely and ethically while staying protected from its misuse.

Parents and educators can play a key role by fostering an environment where children feel safe speaking up about their online experiences.

What, in your opinion, are the biggest challenges faced by educators as they navigate safe and ethical AI use in Bahrain?

One of the biggest challenges is keeping up with the rapid evolution of AI technologies. Educators need support to stay informed about emerging risks and

Building Trust and Safety

tools. Another challenge is balancing innovation with safety, ensuring AI is used to enhance learning without compromising security or ethics. Finally, fostering awareness and preparedness among students requires consistent collaboration between educators, parents, and initiatives like SafeSurf to equip them with the right knowledge.

What are the future goals for SafeSurf, especially regarding partnerships with educational institutions?

Our goal is to deepen our collaboration with schools and universities across Bahrain. We have ambitious plans to expand our workshops, provide more interactive tools, and launch targeted campaigns addressing new challenges like AIdriven threats. As a trusted partner for educational institutions, SafeSurf will further its mission to ensure that every student and educator has access to the knowledge and resources needed to navigate the digital world safely and con dently.

Cyberbullying is a growing global concern, leaving a lasting digital footprint and making recovery more challenging. In the Gulf region, where the culture of bullying is still being studied, children remain vulnerable.

Parents and educators can play a key role by fostering an environment where children feel safe speaking up about their online experiences. Teaching about cyberbullying prevention, privacy, and recognizing harmful behaviour is essential.

Modelling positive online practices encourages children to emulate respectful behaviour. It’s important to assure children that cyberbullying isn’t their fault and to encourage trust and healing. Using parental controls and reporting incidents can help prevent further harm, while collaboration with schools can ensure safer digital practices for all.

PIONEERING IB CONTINUUM EDUCATION IN BAHRAIN

Naseem International School (NIS) has of cially become Bahrain’s rst IB World Continuum School, offering all four International Baccalaureate (IB) programmes: the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP). This designation re ects the school’s alignment with the rigorous standards set by the International Baccalaureate Organization.

Expanding Educational Offerings NIS’s recognition as an IB World Continuum School allows the institution to provide a more comprehensive educational experience. The school’s curriculum includes not only academic subjects but also arts, sports, and music, with an emphasis on fostering global citizenship and critical thinking. NIS is the only school in Bahrain to offer the full range of IB programmes, which span the education of students from

Fostering longterm connections reﬂects the school’s integration into the local community.

primary through to career preparation.

Community Involvement

The process of becoming an IB Continuum School was shaped by careful planning and a focus on community involvement. The school maintains close ties with its alumni, many of whom play an active role in the school’s governance. Additionally, the school’s environment encourages participation from students, parents, and staff, with many current students being children of former students. Fostering long-term connections re ects the school’s integration into the local community.

Overcoming Challenges

Becoming an IB Continuum School posed several challenges for NIS. One of the key obstacles was ensuring consistency in leadership across all four IB programmes, which required substantial investments in teacher

training and educational resources. The school also had to adjust its approach to meet the diverse needs of students across different age groups while maintaining a uni ed curriculum.

The school has embraced a holistic approach by enhancing its facilities and classroom resources, aiming to create a nurturing environment for students. Engaging parents and alumni has been a priority, fostering a sense of belonging and collaboration as NIS embarks on its journey as an IB Continuum School.

Naseem International School’s achievement as Bahrain’s rst IB World Continuum School adds a new dimension to the educational options available in the country. The school’s alignment with the IB framework continues to shape its approach to education, offering students a comprehensive and globally recognized academic pathway.

ADMISSIONS OPEN

The run-up to a new academic year begins at the Canadian School Bahrain

The Canadian School Bahrain has announced the opening of registrations for the 2025-2026 academic year, welcoming students from Nursery to Grade 11. With its unique approach to education, CSB is rede ning learning experiences in Bahrain and preparing students for a global future.

As Bahrain’s rst accredited British Columbia (BC) offshore school, CSB offers a robust curriculum recognised worldwide. The BC Curriculum is known for its emphasis on hands-on, inquiry-based learning, fostering critical thinking, creativity, and problem-solving skills. Students don’t just memorize

Our mission is to nurture globally competent, wellrounded individuals who can thrive in any environment.

facts; they learn how to learn, ensuring they are ready for the challenges of the 21st century.

“Our mission is to nurture globally

competent, well-rounded individuals who can thrive in any environment,” says Abby Saadeh, Academic Principal of CSB. “The Dogwood Diploma, awarded to our graduates, is a passport to the world. It enables our students to apply to universities across the globe, with the BC Ministry of Education even sending transcripts to ve universities of their choice.”

CSB’s high school programme is designed with the future in mind. In addition to core subjects, students can explore unique course offerings in entrepreneurship, advanced sciences, technology, and the arts. The curriculum also integrates Arabic language studies and Islamic studies as credit-

Being part of the BC Curriculum means our students are not just learners but active participants in a global education system,” adds Mrs. Abby Saadeh.

bearing courses, allowing students to deepen their cultural and linguistic understanding while earning valuable academic credits.

However, what truly sets CSB apart is its holistic approach to education. Beyond academics, the school fosters core competencies like collaboration, leadership, and personal and social responsibility. This nurturing environment empowers students to grow into con dent, socially responsible individuals ready to make a meaningful impact.

“Being part of the BC Curriculum means our students are not just learners but active participants in a global education system,” adds Mrs.

Abby Saadeh. “We are committed to equipping them with the skills, knowledge, and values they need to succeed anywhere in the world.”

The Canadian School Bahrain invites families to join its vibrant community, where students excel academically, develop lifelong skills, and embrace a love for learning. Now is the time to secure your child’s place for the 20252026 academic year.

For more information or to begin the registration process, visit www.canadianschoolbh.com/ or contact the admissions of ce on +973 66644234.

PREPARING FOR REAL-WORLD SUCCESS

In this exclusive interview with Prof. Hatem Masri, President of Applied Science University, we discuss the University’s commitment to academic excellence, industry partnerships, technological advancements, and its vision for shaping future leaders in Bahrain.

Could you share a recent success story or achievement by the students or faculty that stands out?

Applied Science University (ASU) takes immense pride in the remarkable accomplishments of its students and faculty. Among recent highlights is our students’ outstanding performance in the prestigious CIOB Global Student Challenge, organised by the Chartered Institute of Building. Competing against

top universities worldwide, they showcased exceptional leadership, teamwork, and problem-solving skills, underscoring ASU’s commitment to preparing graduates for global professional success.

Additionally, our faculty’s research continues to gain recognition in highimpact journals, demonstrating ASU’s dedication to academic excellence and societal advancement. This year, Dr Marwan Abdel Dayem earned rst prize in the esteemed Yusuf bin

Ahmed Kanoo Award, re ecting the quality and impact of our academic endeavours. These achievements collectively emphasise ASU’s steadfast commitment to fostering talent and making meaningful contributions to local and international communities.

What role do partnerships with industries or other academic institutions play in shaping the University’s offerings?

Partnerships are integral to ASU’s mission and play a signi cant role in

Professor Hatem Masri - President of Applied Science University

We recently adopted a personalised e-learning system, enhancing blended learning and digital resource accessibility.

shaping our academic and professional offerings. Collaborations with institutions such as London South Bank University allow us to align with global academic standards through dual-degree programmes. Industry partnerships, such as those with Microsoft and the Bahrain Association of Banks, provide opportunities for internships, workshops, and employment, ensuring our curriculum stays relevant to market needs. These partnerships bridge academia and industry, equipping students with practical skills and professional networks, and fostering graduates who are well-prepared for competitive environments.

How does the University leverage technology to transform learning experiences?

Technology is central to ASU’s educational approach. Our state-ofthe-art campus integrates advanced facilities, including cutting-edge engineering labs and smart classrooms. We recently adopted a personalised e-learning system, enhancing blended learning and digital resource accessibility. These initiatives support innovative teaching methods, foster engagement, and ensure students are equipped for a digital future.

What are your aspirations for the University in the coming years, and how do you plan to achieve them?

Our vision is to establish ASU as a leading institution in applied education and research in Bahrain and the region. Key goals include enhancing our global rankings, expanding partnerships, and introducing new programmes aligned with Bahrain’s Vision 2030. By focusing on quality assurance, community engagement, and sustainable practices, we aim to foster excellence and societal impact.

How does the University ensure it stays ahead in providing a modern, relevant curriculum?

ASU continuously updates its programmes through rigorous academic reviews and market research. Engagement with industry experts via Programme Advisory Boards ensures alignment with evolving job market demands. Additionally, feedback from alumni and employers allows us to re ne our offerings to

produce graduates who are innovative, adaptable, and industry-ready.

If you could pinpoint three emerging career ﬁelds that students could explore, what would they be?

Emerging career elds that students can explore include engineering, which supports Bahrain’s growth in infrastructure and urban development, offering pathways in architectural, civil, electrical and mechanical engineering. Business and law are also pivotal, aligning with the kingdom’s economic diversi cation goals, and providing opportunities in management, entrepreneurship, and legal expertise. Additionally, technology and design are leading sectors, with careers in information systems, graphic design, interior design, and computer science addressing the nation’s digital transformation and creative industry needs. These elds are integral to Bahrain’s evolving economy and development objectives.

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SHAPING THE NEXT ERA OF EDUCATION

The Future Learning Summit returns to explore education in an increasingly technology-driven world.

The Future Learning Summit 2025 is set to return with an expanded and innovative format. Hosted by St Christopher’s School, Bahrain, in collaboration with the Council of British International Schools (COBIS), the summit continues to set new standards for thought leadership in education.

Since its debut in 2019, the Future Learning Summit has evolved into a dynamic two-day, face-to-face gathering, welcoming students, parents, educators, and global thought leaders. Scheduled for Saturday, 8th February, and Sunday, 9th February 2025, this

year’s event is centred on “Education for a Shared Humanity”—a timely exploration of how education can bridge human connection in our increasingly technology-driven world.

A Vision for Education in a Changing World

In an era marked by rapid social shifts, technological advancements, and environmental challenges, the Future Learning Summit 2025 will inspire participants to critically examine how education can equip young people with the con dence, resilience, and collaboration skills they need to thrive in a complex future.

Exploring the Future of Learning Through Four Arcs

Participants will delve into transformative ideas across four thematic arcs:

Sustainability: Envisioning sustainable pathways for a thriving planet. Technology: Innovating for authentic human connections.

Wellbeing: Promoting holistic ourishing for learners and educators. Metacognition: Empowering re ective and adaptive minds for the challenges ahead.

The IDEAS HUB: A Showcase of Innovation

A standout feature of the event, the IDEAS HUB (Innovate - Design - Engage - Act - Share), offers a vibrant space where participants can engage with cutting-edge initiatives from schools across Bahrain, rede ning what’s possible in education.

Opportunities for Insight and Inﬂuence

The Future Learning Summit 2025 provides a unique platform for attendees to gain actionable insights and fresh perspectives. For sponsors, the event presents an opportunity to connect with a highly engaged audience of global educators, families, and decision-makers. Brand visibility, access to networks, and alignment with

A Programme Tailored for Everyone

cutting-edge educational innovations are some bene ts sponsors will gain from the two-day summit.

Join the Conversation

The Future Learning Summit at St Christopher’s School, Bahrain is an opportunity to connect, collaborate, and co-create the future of education. Participants will explore what it means to empower humanity through education in an interconnected world.

To register, visit www.stchris.online/ futurelearningsummit.

For sponsorship inquiries, email sponsorship@school.st-chris.net.

The summit has been crafted to engage a wide audience:

Day 1: Open to students, families, and educators, this day offers multigenerational workshops, stimulating talks, and collaborative activities that ignite curiosity and creativity.

Day 2: Designed for educators, this day focuses on in-depth discussions, professional development workshops, and innovative teaching strategies.

A COMMUNITY WITH HEART, WHERE LEARNERS BELONG

Written by James Batts, Principal, Nadeen School

As I re ect on the journey we’ve shared so far, I am overwhelmed with pride at how our community continues to embody the ethos of “Growing Together, Thriving as One.” Together, through collaboration, curiosity, and compassion, we have created something truly special: a learning environment where every individual feels supported, celebrated, and inspired to achieve their full potential.

At the heart of everything we do are our learners. Their success, well-being, and growth drive our vision and fuel our purpose. Our commitment to fostering a sense of belonging and kindness is unwavering, ensuring Nadeen School remains a place where everyone feels at home, valued for who they are, and empowered to excel through passion and purpose.

This year, our sense of belonging has been nationally recognised. We were deeply honoured to receive an Innovation Award at Gulf Insider’s

Bahrain Education Awards, a re ection of our determination to innovate while staying true to our values.

Central to this recognition was the launch of our Thrive Achievement Center, a dedicated space for learners with more complex needs. This centre not only provides tailored pathways for success but also demonstrates our belief that diversity is a strength and that every learner has the right to thrive, both academically, socially and emotionally, within a school community.

The Thrive Achievement Center is a testament to our mission to serve the community with heart. It exempli es our values of inclusion and kindness, creating opportunities for every learner to feel they belong and have the tools to succeed. While inclusivity is at the core of what we do, it is complemented by our unwavering commitment to academic excellence. We aim not only to be a school of belonging but also a school of rigorous learning, where high expectations meet compassionate teaching.

Our inquiry-based approach fosters curiosity and risk-taking, equipping learners with the skills to think critically, dream boldly, and lead with purpose. This year, we are diving even deeper into strategies that enhance how our learners engage with their learning.

Metacognition—helping learners understand how they learn—is a key focus. By embedding re ective practices at every stage of learning, we empower learners to approach challenges with con dence and resilience. Similarly, our emphasis on self-regulation equips learners with the tools to plan, monitor, and evaluate their progress with con dence. These strategies help our learners navigate an increasingly complex world while developing independence and adaptability.

Well-being is central to thriving academically, which is why we are committed to expanding our emphasis on mindfulness. Through practices like guided relaxation, breathing exercises, and re ective journaling, we are

nurturing learners’ emotional resilience and providing them with the clarity they need to overcome challenges and nd joy in their learning journey. At Nadeen, we rmly believe that happiness and academic achievement go hand in hand, and we are determined to provide both in abundance.

This year, we are diving even deeper into strategies that enhance how our learners engage with their learning.

Another pillar of our vision is our commitment to sustainability and environmental responsibility. Being recognised as Bahrain’s greenest school is an incredible honour, but it is also a responsibility we embrace wholeheartedly. From eco-friendly campus design to supporting learnerled sustainability projects, we instil in our community a deep sense of stewardship for the planet. These efforts teach our learners that their actions matter and empower them to be positive change-makers in their world.

By uniting academic excellence, inclusivity, mindfulness, and sustainability, we are creating a unique environment where learners are prepared to excel academically while also growing into empathetic, resilient, and globally minded citizens.

Our learners leave Nadeen not

only with outstanding academic achievements but also with the courage, kindness, and knowledge to make a meaningful impact on the world around them. We encourage every learner to proudly declare, “I can be me… in my own way.” This deep-rooted sense of belonging, coupled with academic rigour, is what makes Nadeen stand out as an exceptional school both historically and now—a place where learners truly are at the heart of everything we do.

As we look ahead to the rest of the year, I am lled with excitement for the opportunities and growth that lie before us. Together, as a community of learners, families, and educators, we are shaping a school that is more than just a place of education. We are creating a place of belonging, kindness, and inspiration—a school that serves its community with heart and prepares its learners to thrive as compassionate and capable mavericks of tomorrow.

After re ecting on this remarkable start, I am left with these words that capture the essence of who we are: Together, we grow. Together, we thrive. Together, we shape the future.

James Batts

40 YEARS OF DEDICATION

Written by Maya Harb Principal, Al Hekma International School

Founded in 1985, Al Hekma International School has grown to become a cornerstone of Bahrain’s educational landscape. The 40th anniversary of the school reminds us of its enduring legacy, providing enriching learning experiences through its holistic approach to education.

For four decades, Al Hekma has been dedicated to nurturing generations of young minds. Its rigorous academic programmes have set it apart. From stimulating classrooms to enriching extracurricular activities, Al Hekma offers a comprehensive learning experience that empowers students to reach their full potential.

At the heart of AHIS’ success lies its dedicated faculty. These passionate educators are more than just teachers; they are mentors who inspire and

The school’s adoption of the International Baccalaureate (IB) Diploma Programme reﬂects its global outlook.

guide students. Their expertise and commitment to fostering critical thinking and creativity create a dynamic learning environment.

The school’s adoption of the International Baccalaureate (IB) Diploma Programme re ects its global outlook.

The IB programme challenges students to think critically, independently, and creatively, preparing them for the demands of higher education and the global workforce.

Beyond academics, Al Hekma fosters a strong sense of community. The school organises a variety of events and activities that promote cultural exchange, teamwork, and leadership skills. These experiences shape wellrounded individuals who are con dent, compassionate, and ready to embrace the future.

AHIS is renowned for its robust extracurricular programmes, including Model United Nations (MUN) and Business, Youth, and Entrepreneurship (BYE). These programmes equip students with essential skills for future success, such as critical thinking, problem-solving, public speaking, and

teamwork. Through MUN, students delve into global issues, debate complex topics, and develop diplomatic skills. BYE empowers students to become innovative entrepreneurs, allowing them to conceptualise, develop, and pitch business ideas.

Furthermore, the AHIS Shark Tank initiative provides a platform for students to showcase their entrepreneurial spirit. By presenting their innovative products or services to a panel of “sharks,” students gain valuable feedback and learn how to navigate the challenges of the real business world.

AHIS STREAM, a unique learning experience, allows students to explore their passions and talents. By linking Science, Technology, Engineering, Arts, and Mathematics, students are encouraged to think critically, innovate, and collaborate. Through project-based learning, students can choose a topic

from any of the four areas and integrate them to create innovative solutions to real-world problems.

AHIS’ commitment to excellence is evidenced by its numerous accolades, including being named “Best International School in Bahrain 2024,” becoming the rst Nearpod-certi ed school on the international level and winning the GESS Education Award 2022. The school is accredited by two US worldwide organisations, MSA and COGNIA, and is Bahrain’s rst and only Cognia STEM Certi ed School with the highest score globally, in addition to also acquiring the Distinction Award in Service Learning by MSA.

Al Hekma International School remains committed to its mission of providing quality education. By embracing innovation and technology, the school is well-positioned to meet the evolving learning needs of the 21st century.

EMPOWERING TEACHERS FOR A BRIGHTER FUTURE

Teachers are the cornerstone of education, inspiring, guiding, and shaping the minds of the next generation. In today’s fastpaced world, educators must continuously evolve to meet the changing needs of their students and community. This is where professional development comes into play. Providing teachers with continuous learning and development opportunities enables them to stay current with innovative teaching methods, school procedures and processes, and technological advancements.

The bene ts of investing in teacher development are numerous. One of the key reasons is that it directly impacts student achievement, as research consistently shows that students perform better when their teachers are well-trained and knowledgeable. When teachers are equipped with the latest tools and strategies, they can create more

engaging, inclusive, and effective learning environments.

Moreover, professional development fosters a culture of continuous improvement and collaboration within schools. When teachers engage in ongoing learning, they are more likely to re ect on their practice, share ideas, and collaborate on projects. This collaborative setting not only improves teaching practices but also creates a more dynamic and engaging learning environment for students.

Investing in teacher development and lifelong learning is essential for the advancement of education.

Recognising the importance of teacher development, we at The International School of Choueifat –Manama are deeply committed to the professional growth of our educators. We believe that by investing in our teachers, we are investing in the future of our students. In line with this belief, we implement a comprehensive professional development programme speci cally designed by SABIS® to help our teachers build awareness and carry out their roles seamlessly and with the utmost ef ciency.

The programme includes orientation sessions, ongoing training sessions and workshops, as well as self-paced tutorials and online courses, all provided by experts either in-house through the SABIS® Professional Development Institute (SPDI) or outsourced as required. These offerings cover a wide range of topics, including classroom management, SABIS® instructional methods, various software tools and SABIS® education technologies, IT

security and information safety, child protection, and personal development, as well as various processes and policies, among others. In addition to formal training, we encourage our teachers to expand their learning at their own pace through our online courses, which cover language pro ciency, economics, science, and other topics. Investing in teacher development and lifelong learning is essential for the advancement of education. By supporting our educators in their professional growth, we not only enhance their skills and knowledge but also enrich the learning experiences of our students. This enables our teachers to instil a love of lifelong learning in our students, thereby ful lling their role as guides who help future generations navigate the complexities of knowledge and skill acquisition. As a member of the global SABIS® Network, our school is proud to be a leader in this endeavour, committed to fostering a culture of continuous improvement and excellence in education.

This editorial was submitted by The International School of Choueifat –Manama Registration is ongoing at ISC –Manama.To learn more about the school’s educational offerings, visit iscmanama.sabis.net or call +973 16033333.Those interested in joining the team can visit careers.sabis.net

POWERING A SUSTAINABLE FUTURE

Royal University for Women (RUW) is pioneering innovation and excellence through its cutting-edge projects and academic programs that prepare students to lead in various elds.

In alignment with Bahrain’s net zero target by 2060 and a goal of achieving 20% renewable energy by 2035, RUW has launched a pioneering 3.75 MWp solar carport project in collaboration with Positive Zero.

This project, expected to generate 6.6 GWh annually and offset 4,500 metric tons of CO, offers students and faculty—particularly within the College of Engineering and Technology—a unique, hands-on learning platform to explore renewable energy and sustainable city concepts.

As a living lab, it enables students

The project offers opportunities for students to engage with renewable energy technologies and sustainable urban development.

to study smart infrastructure and clean energy solutions, bridging classroom theory with real-world applications and enriching RUW’s academic commitment to smart, sustainable city education.

Further exemplifying RUW’s dedication to academic excellence,

the LLM programme in International Business Law was launched in September 2024 in partnership with the University of Liverpool.

This advanced legal education programme is tailored for graduates and practising lawyers, offering in-depth expertise in specialised areas such as International Business Law, Corporate Law, and Intellectual Property.

Designed to build analytical, critical thinking, and research skills, RUW’s LLM programme equips students to take on leadership roles within the legal profession, both regionally and globally. With guidance from expert faculty, a diverse learning environment, and practical insights into the evolving legal landscape, students are thoroughly prepared to excel in their careers.

WHY TEAMWORK MAKES THE DREAM WORK

Written by Julia Knight School Improvement Advisor, Hawar International School

According to UNESCO’s Global Education Monitoring report, “Leadership is at the heart of quality education,” and there is a growing belief that educational leadership contributes to educational outcomes. The report reminded me of Ted Sundquist’s quote that “good teams incorporate teamwork into their culture, creating the building blocks for success.”

Excellent leaders are not excellent at everything. They are excellent at building teams to propel the school forward,

whether that is HR and Operations, SLT, or subject leaders—the right people bring excellence each day. They also recognise that leadership does not exclusively belong to them—it belongs to the whole school and is a servant of that community not just during term time but beyond the school gate.

On the desk of every school leader is the improvement of the learning and teaching experiences in their schools and the positive outcomes for students at the examination level. Leaders need to synergise the school, promote the

values of the school and lead it with con dence, knowledge, authority and drive. Their vision drives the culture and if a leader has high expectations and outcomes, then the whole school community will come to know what is expected of them and rise to meet the expectations.

A culture of high expectations starts with leaders, who must ensure the very best teachers are in front of their students. Expert teachers know that teaching and learning is a continuous process and one for which all in the

school are accountable; when teachers are open to change and willing to adapt to new ideas and methodologies, teaching and learning experiences ourish.

A favourite saying is “What’s fair for one, is fair for all” and it is this saying that keeps schools stable.

Effective leaders ask their teachers what they need to improve and more often than not, it is time: time to plan and time to collaborate with their colleagues. In all schools, this can be a tricky and delicate balance especially when things get busy around assessment and reporting time. However continuous professional development is key to supporting teachers to be the best in their classrooms and beyond. There is so much talent within schools and much of it is hidden behind classroom doorssurveying staff about their careers and asking questions can help schools to utilise in-house talent and cascade that to staff which empowers and inspires teamwork and collaboration.

Excellent schools are underpinned by strategic planning and support systems that provide staff and the wider school community with parameters in which to operate. Effective leaders update and review policies to ensure they are t for purpose while genuinely supporting

the school’s mission and vision. By setting clear expectations and goals for everyone, a leader can instil con dence in their teams, promoting growth and change. A favourite saying is “What’s fair for one, is fair for all” and it is this saying that keeps schools stable. Of course, there will always be exceptions and a good leader can navigate exceptions with skill and empathy using the talent within HR and SLT to support and guide.

Leaders who excel can build and maintain relationships. In schools, relationships with parents, students and staff require nurturing and constant attention to ensure that every voice feels heard and valued. By taking the time to connect and listen, school leaders keep themselves synchronised with their communities and can adapt to the ebb and ow of school life.

Leadership is complex and school leadership is becoming increasingly more challenging as schools are expected to deliver at multiple levels, however, leaders cannot ourish in silos and whilst it often feels lonely, by developing a strong and robust team, you are building in the support you need to ourish.

EXPLORING QATAR

Nick Cooksey is surprised by how much Qatar has changed since his last visit.

My recent journey to Qatar was quite an ‘eye opener’. My last visit was long ago - shortly after the country had been awarded the rights to host the football World Cup. So much has changed, not least its people who seemed far friendlier than I remembered.

My Qatari adventure began upon arrival at Hamad International Airport (HIA), a marvel of modern architecture and ef ciency. Voted one of the world’s best airports, HIA set the tone for the rest of my trip.

So what’s worth seeing in Qatar? The highlights of my trip, which I fully recommend being worth a visit, are…

Katara Open-Air Amphitheatre - a majestic structure carved from Italian marble. It cost a fortune to build but is free to enter. Walk around and take in the views of Doha it offers in the near distance.

Katara offers a treasure trove of art galleries, showcasing both local and international talent, from contemporary art installations to traditional Islamic calligraphy. The sheer variety of artistic expression is impressive, demonstrating Qatar’s claimed commitment to fostering a vibrant cultural scene.

Image Credit:AbdullaAlMesleh

Katara Cultural Village - a sprawling complex dedicated to promoting art, culture, and heritage. The architecture blends traditional Qatari elements with contemporary design, creating a visually pleasing environment.

Image Credits:Visit Qatar

Image Credits: Katara

Galeries Lafayette - located at Katara, is a Parisian department store transplanted to the heart of Doba. Its elegant facade and high-class interiors offer a taste of European sophistication against the backdrop of the Arabian Gulf. The juxtaposition is fascinating, a testament to Qatar’s embrace of global in uences while maintaining its own distinct identity.

Image Credits: SouqWaqif

Souq Waqif - a traditional marketplace that has been completely renovated/ modernised, but located where it has been at the heart of Qatari life for centuries. The narrow alleyways are lined with stalls selling spices, textiles, perfumes, and handicrafts. From intricately woven carpets to jewellery, the souq offers a glimpse into Qatar’s rich cultural heritage. The falcon souq, a particularly fascinating section, showcases the importance of falconry in Qatari culture, a tradition passed down through generations.

Hakitas Ras Aleraug - If you have time to spare and feel like getting out of Doha, I recommend travelling to Our Habitas Ras Abroug, a newly opened luxury resort on the western coast of Qatar, very close to Bahrain’s Hawar Islands.

After a longish drive on modern highways, you will need to exit and travel along a rough desert road along which you will experience impressive desert landscapes and dramatic limestone formations, sculpted by centuries of wind and erosion. Upon arrival, you will be greeted by the stark beauty of the desert meeting the turquoise waters of the Gulf - a scene of serenity. From the beach, on a clear day, you will see Bahrain in the distance, as I did (Ras Abroug is closer to Sitra in Bahrain than it is to Doha).

National Museum of Qatar - A mustvisit! The museum tells the story of Qatar, from its geological origins to its modern transformation. The exhibits are presented in an engaging and interactive way, often using technology to bring history to life. I was impressed by the immersive displays that recreate historical scenes and showcase Qatari traditions. The museum’s unique design, with its curving walls and sloping oors, creates a sense of continuous movement, guiding visitors through the narrative of Qatar’s past and present.

Qatar is well worth a visit, especially considering how close it is to Bahrain. I was honestly impressed by my short visit. It seems almost as if Qatar has“grown up” since my last visit. Everything seemed better - the architecture, roads, shopping, services, and the overall atmosphere!

Image Credits: Galeries Lafayette

Image Credits: Our Habitas

Image Credits: National Museum of Qatar

SHERATON BAHRAIN HOTEL

OFFICIALLY UNVEILED

The Sheraton Bahrain Hotel celebrated its grand opening with a ceremonial event attended by H.E. Shaikh Khalid bin Abdullah Al Khalifa, Deputy Prime Minister in December. This milestone marks the culmination of Sheraton’s transformative vision, showcasing a contemporary design that prioritises a natural and sustainable aesthetic.

General Manager, Thomas Flindt expressed his enthusiasm, saying, “We warmly invite all our local and regional guests to explore our transformation and enjoy a truly exceptional and unique hospitality offering. It has been an exciting journey for our team as we have worked diligently to enhance every aspect of our hotel. We believe these

changes re ect our commitment to providing an unforgettable experience, characterised by personalised services and innovative dining options. We can’t wait for everyone to discover what makes us stand out in the hospitality landscape and to share this new chapter with you.”

The of cial opening ceremony of the Sheraton Bahrain Hotel held at the hotel premises, featured a guided tour of the hotel’s newly renovated amenities, allowing guests to experience rsthand the modern upgrades and premium offerings. Attendees explored the beautifully redesigned guest rooms, state-of-the-art meeting spaces, and exquisite dining options, all of which exemplify the hotel’s commitment to providing an exceptional hospitality

experience. The ceremony not only celebrated the hotel’s transformation but also reinforced its vital role in enhancing the local tourism landscape.

Strategically located next to the Bahrain World Trade Centre and MODA Mall, the hotel is just a 15-minute drive from Bahrain International Airport, making it a prime choice for both business and leisure travellers.

The hotel features 210 stylish guest rooms and suites, including 141 Signature Rooms, 41 exclusive Club Rooms with access to the Sheraton Club Lounge, 25 Junior and Executive Suites, and three luxurious Diplomatic and Presidential Suites. Guests can expect a blend of contemporary design and comfort for a relaxing stay.

As part of the Gatherings by Sheraton

It has been an exciting journey for our team as we have worked diligently to enhance every aspect of our hotel.

initiative, which promotes meaningful interactions, the hotel offers versatile Lobby Studios and Booths designed for informal meetings and intimate gatherings. These high-tech, light- lled spaces foster creativity and connection among guests.

The hotel boasts an impressive 2,002 sqm of meeting space, including the Al TAJ Grand Ballroom, one of the largest in the city at 1,067 sqm, which can be divided into three sections. With a mix of indoor and outdoor venues and ve additional meeting rooms ranging from 45 to 115 sqm, the hotel offers endless layout options for any occasion.

Culinary enthusiasts will delight in the diverse dining experiences at Sheraton Bahrain. The renowned Golestan Restaurant stands out as the hotel’s signature dining venue, while the hotel also offers a unique concept of vegetable-centric cuisine at WILD, which serves as a vibrant social hub. The Sheraton Club Lounge provides

daily breakfast and refreshments with stunning city views. Additionally, the upcoming Brasero Atlántico Rooftop will feature a unique Argentine dining experience, showcasing grilled local ingredients and curated beverages in a stylish setting. This rooftop venue is slated to open in the second quarter of 2025.

For those seeking relaxation and wellness, the Shine Spa offers six treatment rooms, along with a sauna and steam room. Meanwhile, Sheraton Fitness features a spacious gym with pool views and a dedicated ladies’ gym, both equipped with state-of-the-art tness technology.

Additional amenities at Sheraton Bahrain Hotel include concierge service, padel courts, valet parking, an outdoor pool, a kids’ club, and ample car parking spaces. The hotel is dedicated to providing guests with an unforgettable experience that blends modern luxury with exceptional service.

GCC IN FOCUS

UAE Reforms University Admissions

Bahrain Launches 24-Hour Passport Delivery Service

Shaikh Hisham bin Abdulrahman Al Khalifa, Undersecretary for Nationality, Passports, and Residence Affairs, announced a 24-hour passport delivery service in Bahrain. The service applies to approved issuance and replacement applications submitted via Bahrain.bh, provided the applicant is in Bahrain. Since the launch of the delivery service in August 2024, over 7,500 requests have been processed, highlighting high demand. Part of NPRA’s development initiatives, the service aims to save time and effort. Inquiries can be addressed via the contact centre or the NPRA website. This initiative re ects the Cabinet-approved push for ef cient and accessible public services.

The UAE Ministry of Higher Education and Scienti c Research (MoHESR) has introduced new rules granting universities greater exibility in admissions. Ministerial Resolution No. (19) of 2024 allows institutions to set their own criteria for bachelor’s, diplomas, and higher education programmes. High school scores are no longer mandatory; instead, subject-speci c grades relevant to a student’s major are prioritised. Applicants must meet language pro ciency standards, with English tests required for nonMinistry curricula students. Conditional admissions and preparatory programmes are also available. These reforms aim to align education with labour market demands, enhancing accessibility and academic pathways for UAE students.

Bringing Home the Victory

Bahrain’s national football team won the 26th Gulf Cup, “Khaleeji Zain 26”, defeating Oman 2-1 in the nal held at Jaber Al Ahmad International Stadium in Kuwait. This marks Bahrain’s second Gulf Cup title, showcasing a determined and inspiring performance throughout the tournament.

Saudi Research Grants 2025

The Research, Development, and Innovation Authority (RDIA) has launched the 2025 Research Grants focused on Saudi Arabia’s national priorities in research, development, and innovation (RDI). These grants support four programs: the Saudi Basic Science Program, the Saudi Applied Research and Technology Program, the Saudi Emerging Investigator Program, and the Flagship Research Program. Aimed at fostering advancements in health, sustainability, energy, and future economies, the grants are open to researchers, innovators, and institutions. RDIA encourages collaboration across sectors and will monitor progress through key performance indicators like patents, investments, and overall impact on the economy and society.

Dubai Boosts Family Support

The ‘Sheikha Hind bint Maktoum Family Programme’ has introduced initiatives to promote family stability and work-life balance for Dubai government employees. Phase one includes a 10-day paid marriage leave and remote work Fridays for mothers during the rst year post-maternity. The programme, led by Sheikha Hind bint Maktoum, also reduces housing loan premiums and prioritises ready-made housing for Dubai Weddings bene ciaries. The Dubai Weddings programme, launched in January 2024, offers nancial and logistical wedding support, facilitating 344 Emirati weddings in its rst year. Future phases will expand bene ts in education, health, and social services, fostering Emirati family growth and stability.

Riyadh Metro Completed

The Royal Commission for Riyadh City (RCRC) announced the completion of the Riyadh Metro network, with the Orange Line commencing operations on Sunday, Jan. 5. This marks the full rollout of all six lines, covering 176 kilometres and 85 stations. The Orange Line connects Riyadh’s east and west, while three new stations on the Blue Line are now operational. The metro, the largest in the Middle East, operates driverless trains and supports digital ticketing via the Darb app. Operational from 6 am to midnight, the metro enhances connectivity across Riyadh, facilitating ef cient transport for residents and visitors.

Oman Plans Income Tax for High-Earners

Oman’s Minister of Finance announced plans to apply income tax to individuals earning over RO30,000 annually (RO2,500 monthly) when conditions permit. This tax will impact only about 1% of the population. In contrast, the recently increased ValueAdded Tax (VAT) affects all citizens. In 2024, Oman generated RO1.4 billion in scal revenue from taxes, including corporate, selective, and VAT, bolstering the nation’s economic stability.

Arabic Language Prize

The King Salman Global Academy for Arabic Language has opened registrations for its prestigious prize, offering a total of SR1.6 million ($427,000) to individuals and organisations worldwide. Aligned with Saudi Arabia’s Vision 2030, the prize recognises efforts to preserve and promote Arabic through teaching, research, technology, and community initiatives. Submissions undergo a rigorous three-stage evaluation, judged on creativity, impact, and innovation. Open to researchers, specialists, institutions, and documented projects, this initiative fosters global appreciation for Arabic while strengthening its role in education and culture. Registration closes on 30 June 2025.

Qatar’s Ministry of Foreign Affairs (MOFA) has introduced an online document attestation service, enabling jobseekers to authenticate necessary paperwork overseas. Accessible via MOFA’s of cial website, the service supports Qatar National Vision 2030’s digital transformation goals by streamlining attestation processes. It provides legal recognition for various foreign-issued documents, including educational certi cates,

personal status papers, and judicial documents. Documents are authenticated through Qatar’s diplomatic missions or the host country’s MOFA before nalisation. For educational certi cates, the degree must be from a university recognised by Qatar’s Ministry of Education and Higher Education. This initiative simpli es procedures for using foreign documents in Qatar.

Qatar Launches Online Attestation

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