It is no secret that any new technology is usually met with a degree of suspicion, if not outright rejection, especially among those who are slightly or significantly past their youth. Change, no matter how promising, disrupts the familiar rhythm of life and makes one feel as though the ground beneath them is no longer as solid as it once was.

Since time immemorial, every new invention has required time for people to become acquainted with it, then grow accustomed to its presence, and – ultimately – reach a point where they cannot imagine life without it. Consider, then, the rapid evolution of Artificial Intelligence today; it does not knock gently at our doors, but bursts all at once into our workplaces, education, media, and even the smallest details of our daily lives.

I recall my school days when I first used a primitive calculator, limited to basic functions like addition, subtraction, multiplication, and division. At that stage, I used to wonder with a mix of innocence and annoyance: Why were our primary school teachers so strict, forcing us to memorize multiplication tables? I believed then that time was being wasted pointlessly and that the calculator was more than capable of handling everything. As the years passed, however, I discovered a simple truth: had I not mastered the basics of arithmetic, I never would have been able to use an advanced calculator later, nor would I have excelled in mathematics or completed my degree in engineering. The tool did not replace knowledge; it was built upon it.

This brief anecdote encapsulates the essence of the ongoing debate surrounding Artificial Intelligence in education. When the calculator first appeared, it saved time and effort, but it was never a substitute for true comprehension. The same applies to AI tools: if they are not used with intelligence and precision, they will yield neither correct answers nor smart solutions. The tool alone does not create a mind; it simply expands its potential.

In the Arab world, educational authorities maintain a cautious stance toward AI – a caution often justified by concerns over academic dishonesty, the erosion of critical thinking skills, and an over-reliance on ready-made solutions. However, these concerns, as significant as they are, cannot be addressed through prohibition. Instead, they require a fundamental rethinking of our teaching and assessment methods. When we prioritize understanding over memorization, and train students in analysis rather than rote learning, AI integration becomes an asset to the educational process rather than a threat. This transition is vital across all levels, from K-12 education to higher learning, scientific research, and vocational training.

The true challenge does not lie in the existence of AI itself, but in how we integrate it ethically. This requires fostering digital literacy and establishing clear academic policies and regulations that ensure safe and equitable use while simultaneously preserving the essence of the educational process.

In this context, the recent announcement by the United Arab Emirates stands out with an unambiguous message: AI is no longer an option; it is a necessity. In a report released by the UAE Government Media Office, Sarah bint Yousif Al Amiri, Minister of Education, affirmed during a panel discussion at the World Economic Forum in Davos that education is one of the most vital tools for comprehensive development. She emphasized that investing in education is the true guarantee for the competitiveness of future generations.

Source link