Reimagining Learning: What Does That Look Like in Schools?

Reimagining Learning

What Does That Look Like in Schools?

Recently, there has been a noticeable resistance among teacher educators and school leaders to the rising use of AI and technology in teaching and learning. Many argue that these tools are overused and make it difficult to truly “measure” what learning is. Over the past couple of years, I have often found myself saying, “It is time to reimagine learning.” But what does that really mean? In this article, I offer a few suggestions that can help us do just that: Reimagine teaching and learning. It is worth noting that these suggestions require a mindset change. It is only when we start seeing things from a whole new perspective that change takes place. Here is a starting point for what Reimagining Learning and Teaching looks like:

1. Understanding that learning can happen anytime and anywhere

It all starts with an understanding that learning is flexible. With today’s technology, learning is no longer limited to the classroom. Reimagining learning means using real-world and digital opportunities to create a culture of lifelong learning. Students can learn through podcasts in a language classroom, explore new concepts by using various educational apps, or connect with global experts through virtual field trips and guest speaker initiatives. Tools such as Learning Management Systems, mobile apps, and digital portfolios enable students to access materials at their own pace, revisit difficult content, and engage in collaborative learning even when they are outside school. These tools do not only help differentia learning but also create various self-paced pathways for each learner to grow and thrive based on their needs and abilities.

In Sharjah, this idea is evident in how schools and institutions approach education. The Sharjah Private Education Authority (SPEA) has encouraged schools to offer hybrid and flexible learning models, especially in the wake of the pandemic. Additionally, initiatives like the Sharjah Education Academy’s online professional development courses have shown that educators themselves can learn from anywhere, at any time.

2. Prioritizing skill development over content delivery

In a world where information is ready and available at our fingertips, the focus needs to shift from knowledge transmission to equipping students with the skills they need to gain knowledge on their own. The goal is to prepare students with critical skills like problem-solving, creativity, and digital literacy.

Today’s learners must be adaptable, able to collaborate across cultures, and think critically about the information they find online. Some schools are integrating project-based learning tasks into the curriculum, encouraging students to develop solutions to local environmental and social issues so that abstract skills are turned into tangible outcomes. This does not only help students develop a nuanced understanding of concepts but also supports them in transferring knowledge to the world outside so that they are able to respond to issues and challenges in their local communities.

3. Rethinking assessment

Reimagining learning involves adopting more inclusive and dynamic assessment strategies that focus on progress, process, and outcomes. Assessment should move beyond evaluating what students know and to celebrating how they think, apply, create, and grow.

Traditional exams often fail to capture the depth and breadth of student learning. We need to incorporate assessments that include portfolios, self-reflections, peer evaluations, and real-world performance tasks. For example, a student might create a multimedia presentation, or a prototype to demonstrate their understanding of a concept. With the help of technology, teachers can also track student progress over time and tailor feedback that supports individual growth. These new forms of assessment recognize that learning is not linear, and they provide a richer picture of a learner’s journey.

4. Establishing global learning connections

Another suggestion is using technology to connect students with peers and experts worldwide. Virtual exchanges, online forums, and global projects expose students to new cultures and ideas. This, in return, would foster global citizenship, which is not only relevant but extremely important in our day and time. Collaborating with students from other countries on shared projects allows learners to appreciate diversity, develop cross-cultural communication skills, and expand their worldview. For instance, a classroom in the UAE can partner with a school in Japan to discuss renewable energy, sharing research findings and proposing solutions collaboratively. These experiences prepare students to navigate a globalized world where empathy, communication, and intercultural understanding are key to success.

In Sharjah, events such as Sharjah International Book Fair and Sharjah Children’s Reading Festival also allow students to engage with global authors, speakers, and educators providing great opportunities to expand their worldview beyond the local context.

5. Adopting culturally responsive teaching

Technology and AI enhance our ability as educators to find and use resources and materials that are relevant to the cultures, languages, and needs of our students. Tailoring teaching practices to reflect students’ diverse cultural backgrounds is one step towards ensuring that learning is inclusive and responsive to the needs of all learners. This includes using examples, case studies, and content that reflect the identities of the learners in the classroom, and recognizing the different ways students might express understanding based on their cultural norms. Culturally responsive teaching involves listening to students’ experiences and including their voices in the learning process. This fosters engagement, belonging and overall success among learners.

Sharjah’s schools are extremely diverse, hosting students from across the Arab region, South Asia, Africa, the Americas and Europe. Many educators in the emirate are actively working to incorporate Arabic heritage and Islamic values alongside international content to balance global aspirations with local needs. Teachers are also using AI tools to modify reading levels, offer translation, and adapt learning pathways to reflect the diverse needs of students in Sharjah’s multilingual classrooms.

6. Integrating blended learning models

One of the areas where there is typically much resistance among educators is online learning. When done right, online education is a great tool that fosters accessibility, personalization, engagement, and self-paced learning. Combining online and face-to-face instruction to create flexible, hybrid learning environments that adapt to individual and group needs is key. Online learning should be integrated into every school’s annual plan, and as a contingency plan when interruption of learning may occur for any reason. Let us reflect on the lessons we learned from the COVID-19 experience.

7. Reimaging the role of teachers

Finally, it is essential to reframe what the role of teachers is. Teachers are not knowledge transmitters but rather facilitators and mentors. It is equally important to provide them with the tools and support to embrace innovation and technology. Several schools have created internal “innovation task forces” or “digital leaders” made up of teachers who explore new tools and lead peer training. This empowers educators to become co-creators of learning not just implementers and positions them as leaders of school transformation.

To sum up, it is important to note that for this vision to crystalize, teacher educators and school leaders must become advocates for teachers to embrace AI and technology as tools for innovation rather than threats to tradition. This means creating professional development opportunities, giving practical examples, and fostering a culture of experimentation and risk-taking. Schools should be spaces where partnerships with Edtech leaders take place so that the voices of students and teachers are taken into consideration when technology is developed and enhanced. Otherwise, schools and Edtech companies will continue working in silos, further widening the gap and robbing teachers and students alike of the opportunity to thrive and grow in an ever-changing world.

Dr. Salma Waly
Assistant Professor, Department of Teacher Education

Dr. Salma Waly, awarded as an outstanding Arab American under the age of 40 in 2022, is an innovative educator dedicated to harnessing education’s transformative potential to build communities. Throughout her career, Dr. Waly has worked in various educational domains, including higher education teaching and research, school leadership, and designing and evaluating tailored programs across continents.

With extensive experience working in diverse settings, including the United States, Egypt, Qatar, Saudi Arabia, Sudan, Syria, Japan, Indonesia, China, and South America, Dr. Waly’s leadership is evident in orchestrating effective teamwork, meticulous project management, and impactful communication strategies.