Dubai’s Knowledge and Human Development Authority (KHDA) is preparing a policy that will provide schools and educational institutions with clearer guidance on the use of artificial intelligence, mobile phones and other digital devices by students.
KHDA Director General Aisha Miran revealed the plans during a Media Majlis in Dubai on Thursday, saying the authority expects to have its policy and standards ready by next year.
Responding to a question about technology use in education, Miran said the policy will aim to balance innovation with student safety and responsible use.
The guidelines will address when artificial intelligence and devices such as iPads and mobile phones should be introduced in education, when their use may not be appropriate and when technology can genuinely enhance learning.
Miran said KHDA is currently developing the guiding principles for the policy. She emphasized that technology should serve students and improve their learning experience rather than being introduced simply because the technology is available.
The policy is also expected to establish safeguards and clear boundaries for the use of AI and digital devices, with the aim of ensuring that technology is used appropriately within the education system.
Why the policy is being developed
The move comes amid an international debate over the role of screens and digital devices in classrooms. Miran noted that some countries have been reconsidering their reliance on devices such as iPads and returning to more traditional methods, including pen and paper.
KHDA is reviewing developments in different countries and gathering feedback as it develops its approach for Dubai schools.
Mobile phone use is also part of the discussion. Miran said some senior officials had called for phones to be banned in schools, leading to internal discussions within KHDA.
The authority is currently considering an approach that gives schools a degree of accountability, responsibility and flexibility rather than adopting a single blanket approach.
Shared responsibility
Miran also emphasized that managing children’s exposure to screens cannot be the responsibility of schools alone.
She noted that even if a school has a strict no-screen policy, its impact can be limited if a child spends several hours using an iPad or another device immediately after leaving school.
The planned policy is therefore expected to consider responsible technology use more broadly, with schools, parents and other stakeholders sharing responsibility for ensuring that digital tools support children’s learning and well-being.
KHDA’s approach aims to provide schools with clearer standards while allowing them to determine how technology can be used effectively within their individual educational environments.
