upGrad UAE forum unites education leaders to accelerate teacher readiness for AI-driven classrooms

As classrooms evolve, educators remain at the heart of this transformation. But are they being equipped to lead it?

As education systems evolve with new technologies, the teacher’s role is transforming just as rapidly. The question is no longer if, but how quickly can we equip them to lead this change. The UAE’s ambitious mandate to introduce AI as a core subject in schools is a bold leap but without a skilled and digitally fluent teaching workforce, will policy translate into progress?

It’s this question and its urgent implications that brought together a powerhouse of educators, policymakers, and academic leaders at a high-impact forum hosted by global skilling major upGrad in Dubai last week.

With a sharp focus on AI-readiness and professional development, upGrad is deepening its commitment to enable future-ready learning ecosystems across the UAE. Held in collaboration with Seed Group, a company of The Private Office of Sheikh Saeed bin Ahmed Al Maktoum, and America’s Edgewood College, the event titled “Empowering Educators – Leading Change with Professional Development” was designed to spark action, not just conversation.

This initiative reflects upGrad’s regional skilling vision, with the UAE forum marking a significant milestone in its expansion strategy. “The Middle East is at an inflexion point with bold policy ambitions and a young, digitally active population. But we can’t drive innovation without enabling the enablers, and that means upskilling our educators. This forum signals the start of upGrad’s long-term vision to co-create scalable, outcome-focused skilling frameworks that address the region’s evolving academic and workforce needs,” noted Harsh Kayathwal, Associate Director - Growth (MEA), upGrad.

Against the backdrop of a warm Dubai afternoon, the Fairmont ballroom buzzed with purpose as over 100 school leaders and education consultants gathered for the exclusive forum including representatives from the Department of Education and Knowledge (ADEK), GEMS Education, Teach Middle East Magazine, and leading global institutions.

At the centre of it all was one shared belief: real innovation in schools begins with empowered educators - those confident, trained, and prepared to adapt to new realities, including AI.

The sessions unfolded with quiet intensity, delving into real-world hurdles schools face in reimagining teaching practices for a digitally-driven world. From rethinking digital pedagogy to embedding outcome-driven professional development, discussions bridged policy with practice, tackling cost-effective strategies, data-informed decision-making, and scalable models for diverse school contexts.

Lending their voice to the dialogue were global and regional experts: Sylvie Wald, Director at the Department of Education and Knowledge (ADEK), Dr Suzanne Otte of Edgewood College, Zoubiya Ahmed of the Association of Education Advisers, Zaineb Mahdi of GEMS Education, and UAE government analyst Tyrone Ruth. The conversation was deftly steered by Leisa Grace Wilson, Editorial Director at Teach Middle East Magazine.

A recurring theme throughout the forum was the need for agency, accountability, and autonomy in professional development. As several speakers emphasised, the most effective professional development doesn’t just come from structured sessions; it emerges when educators take ownership of their growth, actively shaping what, how, and why they learn.

Dr Suzanne Otte of Edgewood College, “As educators, we will always grow with innovation. AI is the most recent one. Our job now is to lean into our ability to grow and change. Our challenge is to upskill so we can teach students not just to gain knowledge, but to gain insight.”

The panel challenged schools to move beyond compliance checkboxes and ask deeper questions: Are teachers choosing their learning paths? Are PD sessions reflective, adaptive, and aligned with school goals? Is there urgency in turning theory into action?

"True teacher empowerment isn't about giving educators more tools—it's about creating a culture where they have genuine agency in their professional growth, meaningful input into their development pathways, and the autonomy to innovate within their practice. When we shift from doing professional development to teachers to doing it with them, that's when we see real transformation in classrooms”, Leisa Grace Wilson- Editorial Director, Teach Middle East and Schoolfinder.ae

Another key insight came from Abu Dhabi’s policy move to mandate 75 hours of annual professional development for all teachers starting September 2025 - a timely reminder that systems change must be matched with strategic planning, teacher voice, and meaningful support.

“Professional development has moved beyond courses and certificates. Often, the moments that lead to the most growth aren’t planned. You’re more likely to remember a time you stepped up unexpectedly than a three-day workshop. PD comes in many forms when we take ownership of our growth, such as leading a new initiative, organising a school event, or stepping outside of our departments to contribute in new ways. It’s about being proactive, not waiting for opportunities to come knocking, and creating them ourselves. The key is to stay open to learning in all its shapes, because true development is about evolving through every experience, big or small”, Zaineb Mahdi - Assistant Headteacher, GEMS Wellington International School.

For upGrad, the forum marked more than just a milestone event. It was a lived expression of its deepening presence in the Middle East and of a long-term commitment to transforming learning ecosystems from the ground up. With a strong consumer-led foundation that spans millions of learners across career transitions, higher education, and executive skilling, upGrad has spent the last decade building pedagogies rooted in real-world outcomes.

That advantage is further amplified through its growing Enterprise business, where the company partners with hundreds of global employers and Global Capability Centres (GCCs) of Fortune 500s to understand evolving workforce needs and co-create skilling journeys aligned with business transformation. From individual learners to large enterprises, the mission remains consistent: to bridge the gap between aspiration and employability, between policy ambition and practical execution.

As the UAE accelerates its vision to become a global hub for innovation and future-ready education, forums like these serve as catalysts - not just for conversation, but for collaboration. With strong regional partnerships and a decade-long legacy in professional skilling, upGrad aims to be the strategic bridge between policy intent and classroom innovation.

Discover how upGrad is enabling future-ready learning ecosystems across the UAE and Middle East: https://www.upgrad.com/me/