S i m k o ⚛︎ @simkosilver - Twitter Kullanıcısı

2 gün önce

Glad to be back in the classroom! Today, I started the Executive MSc in Social Business and Entrepreneurship at LSE. Excited to be on this journey with people who can create real impact and long-term change.

AHadi_SS's tweet photo. Glad to be back in the classroom! Today, I started the Executive MSc in Social Business and Entrepreneurship at LSE.
Excited to be on this journey with people who can create real impact and long-term change. https://t.co/QRsSaqJXUC

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Sara Salahaddin Mustafa

@Sara_S_Mustafa

6 ay önce

Education systems in the Middle East face deep structural complexity: centralized policy with slow implementation, competing mandates, outdated curricula, overloaded teachers, public-private quality gaps, and now imported AI frameworks and tools introduced without sufficient contextualization and training. Meaningful progress requires not only innovation, but a holistic approach that builds institutional readiness, strategic guidance, and ensures change is understood and aligned at every level. The rapid introduction of AI into schools risks narrowing education to tool use, at the expense of critical thinking, agency, and resilience young people need to navigate uncertainty. AI tools can support personalization, assessment, and instruction, but without literacy, governance, and pedagogical guardrails, they can erode independent thinking and reduce learning depth. The question is no longer whether AI will change education. It is whether systems are equipping learners to preserve their judgment, agency, and humanity within that change. AI literacy is no longer optional. It is essential for every learner in any school system. It is not about pushing learners to use more tools, but helping them understand how AI works, when to rely on it, and when to question it. The more we understand AI, the more we can protect human cognition, preserve learning integrity, and use technology in productive, ethical, and pedagogically sound ways. @CONNECTED_MENA, a mission-driven organization, is built in response to a clear regional reality: different school archetypes, levels of digital maturity, governance conditions, and institutional pressures. Education here requires more than imported content and surface-level training. It requires a sophisticated, context-responsive, and human-centered approach. We are pioneering a culturally grounded approach to AI literacy in MENA education. Our framework draws on the OECD, AI4K12, CSTA, ISTE, and UNESCO standards, and is purposefully shaped by the educational, cultural, and governance realities of our region. We support ministries on AI governance, partner with schools to implement AI literacy curriculum we developed, equip educators through targeted training, and build institution-wide governance systems. I am deeply grateful to my co-founder @ZainabMandalawi, to our advisors, mentors, and ambassadors, from @Harvard, the @FWEorg , NSF U.S. National Science Foundation and Fab AI (https://t.co/2mTctMXyTw), Professor Chris Dede, Cheng Davis, Professor Fernando Reimers, Professor Victor Pereira, Dr. Abdulkareem Sultan Al Olama, Mathias Abawi Esmann, Dan Be Kim, Lydia Cao, Mohammed Alam Begi and Sevara Tadzhibaeva, and to our team across the region. We are proud of our partnership with the @CurrRedesign Center for Curriculum Redesign, whose work on competency-based education aligns deeply with our vision. We welcome collaboration with ministries, private schools, and NGOs committed to advancing education across MENA.

Sara_S_Mustafa's tweet photo. Education systems in the Middle East face deep structural complexity: centralized policy with slow implementation, competing mandates, outdated curricula, overloaded teachers, public-private quality gaps, and now imported AI frameworks and tools introduced without sufficient contextualization and training. Meaningful progress requires not only innovation, but a holistic approach that builds institutional readiness, strategic guidance, and ensures change is understood and aligned at every level.

The rapid introduction of AI into schools risks narrowing education to tool use, at the expense of critical thinking, agency, and resilience young people need to navigate uncertainty. AI tools can support personalization, assessment, and instruction, but without literacy, governance, and pedagogical guardrails, they can erode independent thinking and reduce learning depth. The question is no longer whether AI will change education. It is whether systems are equipping learners to preserve their judgment, agency, and humanity within that change.

AI literacy is no longer optional. It is essential for every learner in any school system. It is not about pushing learners to use more tools, but helping them understand how AI works, when to rely on it, and when to question it. The more we understand AI, the more we can protect human cognition, preserve learning integrity, and use technology in productive, ethical, and pedagogically sound ways.

@CONNECTED_MENA, a mission-driven organization, is built in response to a clear regional reality: different school archetypes, levels of digital maturity, governance conditions, and institutional pressures. Education here requires more than imported content and surface-level training. It requires a sophisticated, context-responsive, and human-centered approach.

We are pioneering a culturally grounded approach to AI literacy in MENA education. Our framework draws on the OECD, AI4K12, CSTA, ISTE, and UNESCO standards, and is purposefully shaped by the educational, cultural, and governance realities of our region.

We support ministries on AI governance, partner with schools to implement AI literacy curriculum we developed, equip educators through targeted training, and build institution-wide governance systems.

I am deeply grateful to my co-founder @ZainabMandalawi, to our advisors, mentors, and ambassadors, from @Harvard, the @FWEorg , NSF U.S. National Science Foundation and Fab AI (https://t.co/2mTctMXyTw), Professor Chris Dede, Cheng Davis, Professor Fernando Reimers, Professor Victor Pereira, Dr. Abdulkareem Sultan Al Olama, Mathias Abawi Esmann, Dan Be Kim, Lydia Cao, Mohammed Alam Begi and Sevara Tadzhibaeva, and to our team across the region. We are proud of our partnership with the @CurrRedesign Center for Curriculum Redesign, whose work on competency-based education aligns deeply with our vision.

We welcome collaboration with ministries, private schools, and NGOs committed to advancing education across MENA.

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