Doha: The State of Qatar has concluded its participation in an international UNESCO seminar in Paris, advocating for a greater role for teachers, school leaders, and education practitioners in shaping global education policy amidst the rapid transformation of classrooms by artificial intelligence and new technologies.
According to Qatar News Agency, the two-day meeting, organized in cooperation with the International Forum of Inclusion Practitioners (IFIP), gathered education professionals and policymakers. Qatar was represented by the Ministry of Education and Higher Education. A significant outcome of the seminar was the signing of an agreement to establish the Global Education Group. This initiative aims to provide a more structured international platform for teachers, school leaders, and education institutions to contribute to discussions on the future of education.
The initiative seeks to strengthen the role of practical, frontline experience in international policymaking and bridge the gap between those who design education policies and those responsible for implementing them. Dr. Rania Yousri Mohammed, director of the Ministry's Department of Private Schools and Kindergartens, welcomed the initiative, emphasizing that it represents a responsibility rather than simply an honor. She noted that Qatar's involvement would bring valuable experience and the voice of education practitioners to the international stage, helping to narrow the gap between policymakers and those implementing education policies.
Dr. Mohammed argued for the inclusion of teachers in the education policy-making process from the outset, rather than as the last to hear about policies. The seminar addressed various issues, including the use of AI in education, inclusive education, vocational skills and training, educational innovation, and enhanced cooperation between teachers, school leaders, and policymakers.
Participants discussed moving from dialogue to practical action by creating mechanisms that give practitioners a meaningful role in policymaking, promote the responsible use of technology and AI, and prepare students for future skills without widening existing inequalities. Dr. Mohammed highlighted that the success of the Global Education Group should be measured by its impact in turning the experiences and concerns of education practitioners into recommendations, policies, and measurable results.
Qatar's contributions could include expertise in educational innovation, empowering schools and teachers, public-private partnerships, inclusive education, and linking education with national development. The seminar also considered education as a public good and a human right, particularly in light of technological changes that risk increasing inequalities.
Dr. Mohammed cited Qatar's social responsibility projects, such as providing over 17,000 free or subsidized school places, as examples of how education policy can lead to direct social impact. She emphasized that innovation in education should encompass policy, financing, and community partnerships, not just technology and curricula.
The discussions stressed the importance of maintaining education as a human right in the age of AI, keeping teachers central to digital transformation, strengthening AI governance and future skills, and ensuring technology does not exacerbate educational inequalities. Dr. Mohammed concluded that the Global Education Group's success depends on its ability to implement practitioners' recommendations into policy and measurable impact, with Qatar playing a pivotal role as one of the group's founding members.