From AI and learning gaps to student wellbeing and classroom quality, educators outline the key challenges for 2026-27
Dubai: School leaders and educators say the new academic year presents teachers with a roadmap that extends far beyond preparing classrooms, timetables and lesson plans, encompassing 13 key professional and educational priorities that are reshaping the teaching profession.
As students prepare to return to classrooms on August 31, teachers will be expected to focus on areas ranging from diagnosing learning gaps and continuous assessment to artificial intelligence, assignment authenticity, digital distractions, inclusive education, family engagement, professional development and teacher wellbeing.
Education experts said rapid changes in education have transformed the teacher’s role from simply delivering curriculum content to becoming a learning designer, data analyst, technology guide, family partner and leader of the learning process.
They added that the challenge lies not in the number of priorities but in schools’ ability to turn them into practical classroom applications without overburdening teachers with administrative tasks that reduce time for planning, teaching and supporting students.
Learning gaps top priorities
Teacher Elham Al-Dweik said diagnosing students’ academic levels and addressing learning gaps remains the most important priority at the start of the year.
She stressed that effective educational planning begins with understanding each student’s actual abilities rather than assuming all students start at the same level.
The first weeks of school provide teachers with an opportunity to identify strengths, weaknesses and support requirements, enabling early intervention before learning gaps become more pronounced.
AI changes classroom dynamics
Teacher Samar Mohammed believes artificial intelligence will be one of the most significant issues facing classrooms this year.
She said the rapid spread of generative AI tools has shifted the challenge from monitoring their use to redesigning assignments and assessment methods to ensure submitted work genuinely reflects students’ understanding and analytical abilities.
According to Mohammed, teachers will increasingly rely on discussions, presentations and classroom-based assessments that require students to explain their thinking processes and sources.
Assessment moves beyond grades
Teacher Mohammed Essam El-Din said continuous assessment should be viewed as more than a system for awarding grades.
He explained that modern assessment requires teachers to analyse learning data, identify gaps, implement interventions and track improvement.
“This transforms assessment from a measurement tool into a mechanism for improving learning and guiding instruction,” he said.
Managing digital distractions
Teacher Ibrahim Al-Qabbani highlighted classroom management as another major priority.
He noted that growing digital distractions and increased technology use require teachers to establish clear expectations from the first lesson, encourage positive behaviour and ensure learning time is protected.
He said effective classroom management is no longer simply about maintaining discipline but creating an engaging and organised environment that maximises student participation and focus.
Inclusive education remains key
Educator Ali bin Muhail said inclusive education and consideration of individual differences are becoming increasingly important.
He stressed that successful teaching depends not only on delivering content but also on ensuring it reaches students with different abilities and learning needs, including students of determination.
This requires differentiated teaching strategies, adapted activities and close cooperation with support teams and specialists.
School leadership support
School principal Fares Al-Jabour said the growing complexity of teachers’ responsibilities places greater responsibility on school leaders to create supportive working environments.
He stressed the importance of reducing duplication, simplifying procedures and using technology to save time rather than creating additional administrative burdens.
“The quality of the daily lesson remains the true measure of school effectiveness,” he said.
Teacher wellbeing and development
Teachers Association Chairman Salah Al-Hosani said teacher wellbeing has become a critical component of educational quality.
With teachers balancing planning, assessment, data analysis, communication with families, meetings, training and administrative responsibilities, schools must ensure workloads are manageable and teaching time is protected.
He added that continuous professional development is now essential rather than optional, particularly as teachers adapt to developments in artificial intelligence, assessment systems, inclusive education and teaching strategies.
Teachers leading the learning process
Educational expert Dr Saeed Al-Kaabi said the classroom has evolved into what he described as an “educational command room”, where data, technology, student needs and parental expectations intersect.
He stressed that technology can support teachers but cannot replace their role in understanding students, diagnosing needs, motivating learners and managing classroom interactions.
“The most important transformation is the teacher’s move from delivering the curriculum to leading the learning process,” he said.
Training begins before students return
Coinciding with the return of teaching and administrative staff on Monday, schools will begin a five-day programme of specialised professional development sessions running until August 28.
The training period is designed to enhance academic and operational readiness ahead of students’ return on August 31, marking the official start of the 2026-27 academic year.