UAE schools draw clearer line between using AI as a learning tool and submitting AI-generated work as a student’s own.
For many schoolchildren across the UAE, artificial intelligence is becoming an increasingly common homework companion, helping them understand challenging concepts, catch up on missed lessons and work through questions when an adult is unavailable to assist.
As tools such as ChatGPT become more widely accessible, however, schools are drawing a clearer distinction between using AI to support learning and relying on it to complete assignments. Headteachers say students can use the technology for research, brainstorming, explaining difficult concepts and reviewing their work, but must remain responsible for the final work they submit.
For Grade 7 student Yahiya Mohammed, AI became particularly useful after he returned to school following a two-week absence while travelling home. When classmates and friends were unable to help him fully catch up, he turned to ChatGPT to explain the lessons he had missed in simpler terms.
“I missed two weeks of classes just before the summer break because I had travelled back home. I tried catching up with the help of my classmates and friends, but there were still some topics I couldn’t fully understand,” he said.
Yahiya then entered the topics into ChatGPT and asked the tool to break them down into simpler language.
“That really helped me understand them and catch up with what I had missed,” he said.
For parents, however, the ease of receiving instant explanations also raises concerns about whether children could miss important parts of the learning process.
Amal Khalil said her son often turns to AI when he encounters difficulties with his homework, particularly when there is no adult available to assist him.
“My son uses AI to help him resolve problems while doing his homework. If he doesn’t understand something, he turns to ChatGPT for clarification or to resolve his doubts, especially when an adult isn’t around to help,” she said.
While Khalil considers AI “incredibly useful”, she is also concerned about children becoming too dependent on the technology.
“AI provides instant answers and gratification, but in the process, children can miss out on the effort of researching, trying different approaches and finding solutions on their own,” she said.
“I feel that struggle and toil have their own value because they are part of the learning process.”
UAE schools: AI can support learning, but should not do the homework
Schools are increasingly distinguishing between students using AI to support their learning and relying on the technology to generate work that is then submitted as their own.
David Williams, Principal of Regent International School, said the school does not view banning AI as the solution, particularly as the technology becomes an increasingly significant part of students’ everyday lives.
“We recognise that AI is going to be part of our students’ lives, both now and in the future. We therefore don’t believe the answer is simply to ban it,” he said.
Instead, students are taught how to use AI “properly and responsibly”, with clear guidelines defining where the technology can and cannot be used.
Williams said AI can be valuable for brainstorming ideas, conducting research, explaining challenging concepts and reviewing work, but it should never replace a student’s own thinking.
“For us, there is a very clear difference between using AI to support your learning and asking AI to complete your homework and then presenting that work as your own. Students need to be open about when and how they have used AI, particularly where it has contributed to a piece of assessed work,” he said.
He added that teachers also consider more than the final assignment when determining whether a student has genuinely understood the material.
“Our teachers know their students extremely well, so we also don’t look at a finished piece of work in isolation,” Williams said. “We look at what students can explain, discuss and demonstrate in the classroom, as well as the process they have gone through to produce their work.”
Schools stress critical thinking and academic integrity
Woodlem Park School in Ajman has adopted a similar approach, ensuring that AI remains a tool to support learning rather than a substitute for students’ own efforts.
Shiny Davison, Principal of Woodlem Park School, said students are encouraged to carry out independent research, consult reliable sources and develop their own ideas.
However, using AI to generate or complete homework and then submitting it as a student’s own work “is not considered an appropriate use of AI”.
“Our clear AI-use policy is communicated to students, parents and staff, ensuring a shared understanding of responsible and ethical practice. Teachers continually assess students’ understanding through questioning, discussion, classwork and authentic tasks.”
Davison said the school follows a simple guiding principle: “AI may support learning, but it must never replace thinking.”
Williams also emphasised the importance of students recognising AI’s limitations rather than automatically accepting every response it generates.
“We also want our students to understand that AI isn’t always right,” he said. “Being able to question information, check sources and make your own judgement is incredibly important. Use AI to support your thinking, not to do your thinking for you.”
