Artificial intelligence (AI) is no longer a concept of the future or a tool limited to specific industries. It has become deeply integrated across sectors, including education, where it is increasingly influencing teaching and learning environments. As this transformation accelerates, the need to adopt AI in a thoughtful and responsible manner becomes essential, particularly when it comes to supporting teachers and safeguarding students in K–12 learning environments. In this context, Qatar Foundation (QF) is committed to integrating artificial intelligence into education in the right way, ensuring safe, ethical, and effective use by teachers while keeping human values at the core of the learning process. Through research, policy, and innovation, Qatar Foundation aims to leverage AI as a tool that supports and strengthens education without undermining trust, equity, or the central role of educators. In this exclusive interview with Gulf Times, Reem al-Sulaiti, Manager of Research and Policy at the World Innovation Summit for Education (WISE), shares insights into how AI is being integrated into K–12 classrooms, teachers’ readiness to adopt these tools, the ethical considerations involved, and the role of WISE and Qatar Foundation in shaping a responsible, human-centred future for AI in education. **media[394503]** Q: AI is rapidly reshaping multiple sectors. From your perspective at WISE, how is AI beginning to influence K–12 teaching and learning environments today? A: AI is moving rapidly from an abstract idea to something teachers are using in real classrooms. At WISE, we are already seeing AI help personalise learning, support foundational skills, and simplify the planning process for teachers. Through our AI Testbed programme with Qatar Foundation schools and the Ministry of Education and Higher Education in government schools, we are observing pilots where AI tools assist with adaptive learning, formative assessment, and inclusion, while teachers remain fully in control. Globally, teachers are using AI to generate content, adjust materials to different levels, and support multilingual and accessible learning. The biggest shift is that AI is becoming part of daily teaching practice, but always as a tool that enhances human-led education. Q: Based on your research, how prepared do teachers feel to adopt AI tools in their classrooms? A: Our studies with MIT and University of Southern California (USC) show that teachers are generally curious and open to AI, but their readiness differs significantly. Many feel unprepared because they have not yet received enough training, because policies remain unclear, or because they have not had structured opportunities to practice using AI safely. When teachers do receive hands-on professional development that is directly connected to classroom needs, their confidence grows quickly. In Qatar, our readiness surveys show that support from school leadership, access to tools, and national policy clarity play a major role in helping teachers feel ready to adopt AI meaningfully. Q: What are some of the most common misconceptions teachers have about AI, and how can the education sector address them? A: A common misconception is the belief that AI will replace teachers. At WISE, we stress that AI can automate routine tasks, but it can never replicate the relationships, judgment, and contextual understanding that teachers provide. Another misconception is the belief that AI is neutral or objective. In reality, AI systems can reflect social and cultural biases unless they are designed and used responsibly. Teachers sometimes assume that AI only works in well-equipped schools, even though many effective tools run on basic devices or in low-connectivity environments. These misunderstandings can be addressed through honest professional development, clear school policies, and safe spaces for teachers to explore AI without fear. **media[394502]** Q: Can you share examples of how teachers in Qatar or globally are already integrating AI into their daily practice? What tools or approaches are gaining the most attraction? A: Teachers in Qatar participating in the WISE Testbed are using AI to power adaptive learning platforms, rapid feedback tools, and classroom insights based on student performance. Internationally, several solutions supported by WISE provide strong examples. TUMO Path, 1st place winner of the WISE Prize for Education, helps students design personalised learning journeys supported by AI. Darsel, the 3rd place winner of the WISE Prize for Education, uses AI through messaging applications to improve math learning in public schools. Nyansapo, a member of WISE’s EdTech Accelerator cohort, uses AI to help teachers conduct quick literacy and numeracy assessments. These solutions are gaining attention because they integrate smoothly into existing teaching routines rather than requiring complete system changes. Q: In practical terms, how is AI helping teachers, whether in lesson planning, assessment, personalisation, or classroom management? A: AI is helping teachers with some of their most time-consuming tasks. It can generate lesson plans, create differentiated materials, and translate or adapt resources to match students’ needs. AI-powered assessment platforms help teachers quickly identify learning gaps and respond with targeted support. Personalisation tools enable students to progress at their own pace while providing teachers with detailed insights into their progress. In Qatar, we also see AI and related technologies supporting inclusion, such as tools designed for visually impaired learners. Overall, AI is freeing teachers to spend more time on meaningful interactions with their students.Q: One of the major global concerns is the ethical use of AI. What are the key risks schools need to consider when introducing AI to young learners? A: Schools must take issues of fairness, privacy, and safety seriously. AI systems can amplify existing biases if they are not monitored carefully. Children’s data is especially sensitive and must be protected through strong policies and transparent procedures. There is also the risk that students may encounter inaccurate or misleading information generated by AI. Beyond the technical concerns, an overreliance on AI may reduce opportunities for students to think critically or engage deeply with teachers. Ethical adoption requires clear governance, strong safeguards, and continuous human oversight. Q: How can we ensure that AI adoption in education remains equitable, especially for schools with limited resources or varying levels of digital readiness? A: Equity must guide all AI-related decisions. Many WISE-supported innovations are designed specifically for low-resource environments, showing that AI can benefit all learners when solutions are built with accessibility in mind. Our research highlights the importance of planning at the systems level by aligning infrastructure, teacher training, and policy support. We are also piloting the WISE Education Index to help countries measure enabling conditions for equitable innovation, not only academic outcomes. With careful planning, AI can narrow digital and learning gaps rather than widen them.Q: You often emphasise the importance of ensuring that AI supports rather than replaces the human role in teaching. How can educators maintain this balance? A: The guiding principle is to start with values and learning goals, not technology. Teachers should define the learning experience they want students to have and then use AI selectively to support that vision. Humans must remain central in the decision-making loop. Teachers should interpret AI outputs, provide context, and make the final judgments. When AI reduces administrative tasks, the saved time should be reinvested in personal interaction, mentorship, and student well-being. This keeps teaching human-centred even as technology evolves. Q: What new skills will teachers need to work effectively alongside AI, and how can institutions support them in developing these competencies? A: Teachers will need a strong understanding of AI’s capabilities and limitations, as well as the ability to evaluate AI-generated content. They also need awareness of ethical issues such as data privacy and bias. Skills in prompting, digital collaboration, and managing change will become increasingly important. Institutions can support teachers by offering practical professional development, building communities of practice, and integrating AI literacy into teacher preparation programmes. When teachers receive structured training, they tend to adopt AI more confidently and creatively. Q: What role will WISE and Qatar Foundation play in promoting responsible and innovative adoption of AI in education? A: Qatar Foundation has identified AI as a central pillar of its future strategy, and WISE plays a key role in advancing this work globally. Through research, policy development, innovation programmes, and global convening, we aim to shape the responsible, human-centred adoption of AI in education. Our research partnerships produce evidence-based insights for governments and institutions. The WISE Prize, Accelerator, and AI Testbed identify and test high-impact solutions that reflect inclusive and ethical principles. Through the WISE Summits and other WISE convenings, we bring together ministers, educators, innovators, and youth to shape the future of AI in learning. Our long-term vision is to ensure that AI expands access to high-quality education and strengthens human potential everywhere.
