ECAE intends to train 5,000 Ministry of Education teachers in the first phase, focusing on seven core areas: basic AI concepts, data and algorithms, software tools, ethical awareness, innovation and design, policy engagement, and practical application in classrooms. The training involves five workshop modules totalling 20 hours, combining hands-on sessions, interactive exercises, and assessments. The curriculum draws on established frameworks such as UNESCO’s AI Competency Framework for Teachers and the UAE’s National Educators’ Competency Framework.
Sulaiman Al Kaabi, Executive Director of the Student Wellbeing Sector at the Ministry of Education, emphasised that Horizons aligns with the UAE’s broader strategy to equip educators for a knowledge-based economy. He remarked that building teachers’ AI capabilities is crucial to creating a sustainable and innovative learning environment. Dr May Laith Al Taee, Vice Chancellor of ECAE, said the programme embodies the college’s mission to help teachers harness AI responsibly, in line with Emirati values of ethical technology use.
ECAE’s participation at GITEX includes an “AI for Educators” workshop series targeting 500 public-school teachers. Over three days, these workshops—each lasting four hours—offer live training on practical AI tools, classroom adaptation strategies, and institutional implementation. These sessions represent a precursor to the broader Horizons rollout across the country.
The timing of this initiative dovetails with the Ministry of Education’s presentation of AI-driven platforms at GITEX. Among these is Learning Companion, a smart tool enabling educators to design custom lesson plans and interactive content tailored to individual student progress. Another is an AI Ethics Platform developed for grades 7–10 that guides students through dialogues on technology use and ethical decision-making. The Ministry’s exhibits also include a language assistant robot created in partnership with ECAE.
Observers note that while several education systems globally have piloted AI literacy among teachers, UAE’s model appears more systemic. Instead of fragmented pilots, the Horizons programme seeks wide coverage from the outset and positions AI training as part of core professional development. The decision to anchor the curriculum in global frameworks signals intent to benchmark performance internationally.
Challenges remain, however. Access to infrastructure, variation in baseline digital literacy among teachers, and ensuring the long-term sustainability of AI tools in classrooms present potential obstacles. Further, the ethical dimension is especially significant in AI integration: establishing clear policies and safeguards will be critical to minimize bias or misuse.
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