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| Image for illustrative purposes only. (Photo by Anastassia Anufrieva on Unsplash) |
UAE schools tighten controls on generative AI in classrooms with age-based restrictions, blocking unapproved tools and VPNs, and redesigning assessments, stronger monitoring, and data privacy measures
With the start of the new academic year, UAE school principals, teachers
and educational technology specialists have outlined measures to tighten
students' use of generative AI tools. These measures cover access control,
devices and networks, assignments and projects, tests and assessments, data
protection, academic integrity, and awareness of responsible use. They stressed
that the return of students has shifted these measures from policy to practical
application inside classrooms.
They said that blocking the technology alone is not enough to control
the use of generative AI, given the growing number of tools and students'
ability to access them through personal devices and networks outside the school
environment. This requires a shift from "preventing the tool" to
managing its use through awareness and clear controls. The goal is to prevent
AI from becoming a substitute for students' thinking and effort while ensuring
its capabilities are used to support learning.
In detail, during the first week of the 2026-2027 academic year, Emarat
Al Youm monitored plans and procedures implemented by schools to regulate the
use of generative AI within the educational environment. Schools have tightened
controls for students under the age of 13, strengthened restrictions on access
to tools and platforms, reviewed assignment and assessment mechanisms, and
enhanced monitoring of use. The aim is to protect the integrity of learning and
prevent students from relying on technology as a substitute for their effort
and thinking.
The Principal of GEMS Gulf International School, Dr Ghadeer Abu Shammat,
said controlling the use of generative AI among younger age groups requires
more than issuing general instructions. She explained that schools can control
their devices, accounts and networks, and determine which applications and
websites are permitted. However, the challenge begins when students use
personal devices or internet networks outside the school system.
She added that the school can build a "digital fence" within
its technical environment by combining technical controls, awareness, improved
assessment methods and partnership with families.
Nature of the task
The Principal of Al-Basaer School, Reem Mahmoud, said the use of
artificial intelligence is not automatically permitted in all school
assignments. Its use depends on the nature of the task, the teacher's
instructions and assessment controls. She stressed that using AI to answer a
test, complete an assignment that requires individual work, or submit
AI-generated content as the student's own work constitutes a violation of
academic integrity. Such cases are dealt with under approved assessment and
behaviour policies.
The spread of generative AI tools requires educators to rethink the
design of assignments before considering the answers they will produce. An
assignment that can be completed entirely by an algorithm, without requiring
student understanding or experience, may not be an accurate measure of
learning.
The Director General of Dubai Modern Education School, Michael Bartlett,
said the school addresses developments related to students' use of generative
AI and social media platforms through a structured approach. This approach
takes students' ages into account and supports their safety as well as their
academic and personal development. It includes controlling device use within
the school environment and restricting access to communication platforms and
certain external websites.
He added that technology should remain a tool that supports learning,
not a substitute for students' thinking, skills, effort or ability to learn
independently.
English teacher Hanan Sharaf said the spread of generative AI tools has
changed the way assignments and projects are evaluated. Assessing only the
final product is no longer sufficient to demonstrate student learning or the
originality of the work. This requires teachers to track the entire process,
from the initial idea and first draft to the sources used, stages of
development and discussion of the final work.
Digital safety
Digital Security and Safety Officer Amani Hujair stressed that the safe
use of generative AI begins with controlling the tools and platforms students
can access and protecting their data and digital privacy. She emphasised the
importance of not sharing personal information, photos or school data with
unapproved platforms. She also highlighted the need to raise awareness of the
risks associated with entering data into, or interacting with, unregulated
AI-generated content.
For his part, educational expert Dr Saeed Al-Kaabi said the challenge is
not keeping pace with every new generative AI tool but controlling how such
tools are used. This includes clearly defining what is permitted and what is
prohibited and preventing students from using AI to complete tasks and then
presenting the output as their own work. He added that verification should be
based on evidence, including the student's ability level, drafts, sources,
records of revisions and ability to explain the work.
Integrated system
Dr Fadi Al-Haddadin, a cybersecurity expert and assistant professor at
the College of Mathematical and Computer Sciences, said the risks of generative
AI extend beyond academic cheating to the privacy and security of student data,
particularly for those under the age of 13. A lack of digital awareness may
lead students to share personal photos and data, information belonging to their
classmates, or school documents with external platforms without understanding
where the data is stored, how it is processed or how it may be used.
He stressed that the importance of the measures adopted by schools lies
in moving from outright bans to an integrated control system. Such a system
combines technical controls, data protection, academic integrity and redesigned
assessments. This approach preserves students' effort and the authenticity of
their learning, limits reliance on ready-made content, and balances the use of
technology with the protection of educational quality.
Mental health consultant Dr Iman Mohammed said banning generative AI
tools for students under the age of 13, or those below Grade 7, is a preventive
measure that protects thinking, research and problem-solving skills from early
dependence on ready-made content. She stressed that the role of schools extends
beyond imposing bans to building digital awareness and designing activities
that preserve students' role in thinking and analysis rather than simply
receiving ready-made answers. She added that effective controls require a
partnership with families that promotes a safe relationship with technology.
Block unsupported tools
School principals said that unapproved generative AI tools are banned in
classrooms. Access to unauthorised platforms through virtual private networks
(VPNs) is also prohibited. In addition, students are not allowed to create
accounts on external services that require personal data. These measures are
designed to protect privacy and ensure a safe and disciplined digital
environment.
