A stronger focus on artificial intelligence (AI), data science, entrepreneurship and practical skills in Qatar’s new school curriculum is expected to give students earlier exposure to the knowledge and capabilities increasingly demanded by the labour market, parents say.
The new curriculum for the 2026-2027 academic year expands learning beyond traditional academic subjects, with greater emphasis on AI, economics, commerce, entrepreneurship, data science and practical life and vocational skills across the primary, preparatory and secondary stages.
Many parents have welcomed the Ministry of Education and Higher Education’s curriculum development, describing it as an important step towards preparing a generation that combines academic knowledge with practical and digital capabilities.
Parents said the introduction of AI in schools would help students understand technologies that are becoming increasingly embedded in everyday life while promoting their responsible use. They stressed that students should view AI as a supporting tool rather than a substitute for independent thinking, research and effort.
Engineer Saleh al-Dosari said the new programmes would give students early exposure to emerging fields and help them make more informed decisions about their future university studies and careers.
He also stressed the importance of teaching students about the risks associated with AI. Cooperation between schools and families, he said, would be essential to ensuring that students use search engines and AI-powered tools safely and responsibly without becoming overly dependent on them.
Abdulaziz al-Emadi said that introducing AI education reflected a global shift in education systems and would give students an early understanding of technologies that are likely to play an increasingly important role in their education and professional lives.
He stressed that students need to learn how to question and verify information generated by AI tools, noting that such systems can sometimes produce inaccurate or misleading content.
The curriculum’s focus, however, extends beyond technology. Economics, commerce and entrepreneurship are expected to strengthen students’ understanding of markets, money and business while encouraging innovation and entrepreneurial thinking. Parents said these skills could help prepare young Qataris for a more diversified, knowledge-based economy.
Yousef Abdullah highlighted the flexibility of self-learning programmes that cover areas such as AI, social responsibility, money management, entrepreneurship, life management, personal development, home economics, and first aid.
Such programmes, he said, can help students discover their interests and abilities while developing a greater sense of responsibility towards their families and communities.
Data science is another key addition, with parents highlighting its potential to strengthen analytical and critical-thinking skills. Learning how to interpret information and make evidence-based decisions could better equip students to navigate the growing volume of data generated by the digital economy.
The expansion of life and vocational skills is also intended to strengthen abilities beyond academic achievement, including communication, time management, problem-solving and teamwork.
Masoud al-Sulaiti said integrating technology and AI into the curriculum would help align education with Qatar’s digital transformation, labour-market requirements and the objectives of Qatar National Vision 2030.
He also stressed the importance of giving students opportunities to participate in activities and initiatives outside traditional classroom learning.
Waheeb Ahmed al-Wuhaibi highlighted the flexibility of self-learning, which allows students to engage with educational content at their own pace. He also welcomed programmes that address family culture and social responsibility, saying they could strengthen students’ awareness of family and broader social issues.
Parents, however, said the success of the expanded curriculum would ultimately depend on how effectively it is implemented. Qualified teachers, effective guidance from schools and families, and practical projects that allow students to apply what they learn will be crucial to turning the new subjects into meaningful skills.