UAE parents urged to check if children truly learn from AI homework

Children across the UAE are increasingly turning to artificial intelligence (AI) for homework, revision and school projects. For parents, however, the bigger question is not whether their child has used a chatbot, but whether they have actually learned anything from it.

Educators and technology experts say a neatly written essay or a correct answer is no longer enough to judge a student’s understanding. The real test is whether children can explain their reasoning, defend their ideas and solve problems when the AI tool is switched off.

The advice, shared by teachers, school leaders and a technology executive in a Khaleej Times report published on October 15, comes as Dubai’s education regulator prepares formal guidance on AI in schools. A new family-focused platform has also been launched to help parents navigate the technology’s growing role in children’s lives.

A polished assignment does not tell the whole story

As AI tools become more sophisticated, identifying their use from a finished assignment is becoming increasingly difficult.

Zaineb Mahdi, director of innovation and technology at GEMS School of Research and Innovation, told Khaleej Times that detection software alone cannot provide a definitive answer as the technology continues to evolve.

Teachers who know their students well may notice sudden changes in vocabulary, writing style or the depth of an argument. However, Thomas Kinnersley, principal of Nord Anglia International School Abu Dhabi, cautioned that such changes should prompt a conversation rather than an assumption that AI has been used.

Both educators highlighted a more meaningful approach: ask students to explain how they arrived at an answer.

For parents, this means looking beyond the final submission and paying attention to the thinking behind it. A child who understands a topic should generally be able to describe it in their own words, explain the steps involved and discuss why a particular answer makes sense.

The ‘tool closed’ test parents can try at home

Andreas Hassellöf, founder and chief executive of technology company Ombori, offered a simple question for families: “What can your child do with the tool closed?”

The idea is straightforward. Once the chatbot is no longer available, can the child explain a paragraph in an essay, work through a maths problem or justify an argument independently?

Parents can use everyday conversations to explore their child’s understanding without turning homework into an interrogation. A few simple questions can help:

• Can you explain this in your own words?
• Did you try solving the problem before asking AI for help?
• Where did this information come from, and how could you verify it?
• What would you do if the AI gave you the wrong answer?

These questions also encourage children to develop a habit of checking information rather than accepting a confident-sounding response at face value. AI systems can produce inaccurate or biased answers, making independent judgement an essential skill.

The objective is not to catch children out. It is to ensure that technology supports their learning instead of replacing the effort needed to understand a subject.

When AI helps learning — and when it becomes a shortcut

Used responsibly, AI can offer students another way to approach difficult concepts. It can explain unfamiliar topics in simpler language, help generate ideas, test arguments, identify gaps in reasoning and provide feedback on drafts.

Abdulaziz Ahmed, a digital design teacher at Swiss International Scientific School Dubai, said AI can support these learning activities. The problem arises when students ask a tool to complete an assignment and submit the result as their own work.

His school incorporates AI literacy alongside digital literacy in its secondary curriculum, reflecting the need to teach students not only how to use the technology but also how to use it responsibly.

Experiences shared by families illustrate both its benefits and its risks.

Grade 7 student Yahiya Mohammed used ChatGPT to catch up after missing two weeks of lessons. He asked the tool to explain topics in simpler terms, showing how AI can help students revisit material at their own pace.

Parent Layla Hassan, however, raised a concern familiar to many families: although AI can provide immediate assistance when no adult is available, easy access to answers may deprive children of opportunities to struggle with a problem, test different approaches and develop independent thinking.

That distinction is central to the debate over AI in education. A tool that helps a student understand a difficult concept can strengthen learning. One that does all the work can leave the student with a finished assignment but little lasting knowledge.

Set clear boundaries based on age

Experts say children need different levels of supervision depending on their age, maturity and ability to use technology responsibly.

Hassellöf advised parents to supervise younger children more closely while allowing older students greater independence within clearly defined boundaries.

Families should also establish rules about what children must never share with AI platforms. These include full names, home addresses, photographs, passwords and private personal concerns. Parents should familiarise themselves with the privacy settings of the tools their children use and ensure that household rules align with school policies.

Such conversations can help children understand that responsible AI use involves more than getting the right answer. It also requires protecting personal information, questioning unreliable content and recognising the limits of the technology.

Dubai prepares school guidelines as AI education expands

The growing use of AI at home and in classrooms is unfolding alongside a broader policy push across the UAE.

Dubai: The Knowledge and Human Development Authority (KHDA) is preparing AI guidelines for schools, which are expected to take effect next year. Reports indicate that the guidance will address how schools use AI, the safeguards required and the role of parents. Details have yet to be published. KHDA director general Aisha Miran has said the authority is unlikely to prescribe which specific platforms schools must use.

National policy: A Ministry of Education framework issued in February, as reported by Education Middle East, prohibits generative AI use by students under 13, bars its use in examinations and formal assessments, and prohibits entering personal data relating to students, teachers or parents into AI systems.

Public schools: AI became an official subject from kindergarten through Grade 12 in the 2025-26 academic year, with no written examinations.

Support for families: Dubai launched GenDubAI on October 14. Developed by the Dubai Centre for Artificial Intelligence in collaboration with the Community Development Authority and Dubai Future Foundation, the free bilingual platform is aimed at families with children aged 8 to 15. According to Khaleej Times, it offers guidance on practical situations, including homework and AI-generated fake images.

Together, these initiatives point to a growing emphasis on preparing children to engage with AI while maintaining appropriate safeguards and educational standards.

What parents should keep in mind

The Khaleej Times report does not provide data on how many children in the UAE use AI for homework or how frequently they use it. Its findings draw on the views of educators, a technology executive and a small number of families rather than a large-scale study.

The suggested checks are useful ways to assess understanding and encourage discussion, but none can reliably establish on its own whether a student has used AI or whether that use was inappropriate.

Parents should therefore avoid treating an unusually polished assignment, a change in writing style or a child's difficulty explaining one answer as conclusive evidence of misconduct. The better approach is to ask questions, review the learning process and speak with teachers when concerns persist.

Questions parents should ask when choosing a school

For families comparing schools, the growing role of AI adds a new dimension to evaluating teaching methods and academic standards. Parents may want to ask:

• AI policy: Does the school have a written policy explaining when and how students may use AI?
• Assessment: How does the school check that students understand and can explain their own work?
• AI literacy: What do students learn about responsible use, fact-checking, bias and privacy, and at what age does this begin?
• Parent communication: How clearly does the school explain which uses are permitted and which cross the line into academic misconduct?

Ultimately, the challenge for parents and schools is not simply to keep children away from AI. It is to ensure that access to powerful tools does not come at the cost of curiosity, critical thinking and the ability to learn independently.