With artificial intelligence (AI) transforming every industry, including education, teachers around the world are navigating a complex new era. Despite growing enthusiasm for AI, many teachers remain underprepared to use it effectively; in Qatar, only 30% of surveyed teachers reported a strong understanding of how AI works in education.
“This highlights a critical knowledge gap that must be addressed through targeted professional development,” said Reem al-Sulaiti, manager of Research and Policy at WISE, a global education think tank and an initiative of Qatar Foundation (QF).
Studies led by WISE in collaboration with USC Rossier School of Education, MIT Open Learning, and QF’s Hamad Bin Khalifa University offer a comprehensive view of how educators in diverse contexts are adopting AI tools to personalise learning, manage classrooms, and prepare students for an AI-driven future.
These studies, spanning countries such as Qatar, the US, India, the Philippines, Colombia, Ghana, and Uganda, reveal both the promise and the pitfalls of AI in education. Qatar stands out in WISE’s global research as a country with advanced infrastructure and strong enthusiasm for AI in education, yet it still faces critical challenges in teacher readiness and equitable integration.
“Despite Qatar’s robust digital infrastructure, the WISE research study in partnership with MIT found that many AI tools are not well integrated into Arabic-language platforms or aligned with local curricula,” al-Sulaiti said.
“Teachers emphasised the need for culturally relevant and linguistically accessible tools that support differentiated instruction for diverse learners, including multilingual students and those with special needs.” Although across all five countries in the WISE research study in partnership with USC, 60% of teachers reported that AI helped them tailour instruction to meet diverse student needs – from adjusting content and pace to providing targeted support as enables more personalised learning experiences – many teachers noted that existing AI tools are poorly aligned with local curricula and cultural contexts.
“We need AI that reflects our languages, our learners, and our goals,” al-Sulaiti said. WISE’s research also underscores the ethical complexities of AI in the classroom. Teachers expressed concerns about data privacy, algorithmic bias, and the potential for AI to reinforce existing inequalities.
In the Global South, inconsistent access to devices, internet, and electricity means that AI tools often benefit high-performing, well-resourced students while leaving others behind. “Equity gaps don’t stem from AI itself but from whether teachers receive training in equitable, inclusive integration,” al-Sulaiti said. Teachers called for AI tools that support struggling learners, multilingual students, and those with special needs. They also stressed the need for institutional policies on data safety, academic integrity, and ethical AI use.
Reem al-Sulaiti
