Developing Talent or an Integrated System?
No one disputes the need for educational systems in our Arab world, and in Kuwait in particular, to undergo development and modernization to keep pace with the era’s sciences, technologies, and economic and professional needs. We are closely following the development efforts underway in our educational system, which have been ongoing for some time and have accelerated recently, as announced by the current Minister of Education, to whom we extend our gratitude. He outlined the direction toward activating the branching of pathways in the secondary stage, preparing schools for gifted students, and activating digital platforms, hoping that the outcomes of these efforts will be positive, God willing.
It is no secret that updating and developing the educational system requires specialized expertise and rigorous studies of its components, as well as monitoring the impacts of its steps and decisions before implementation. Here, I specifically refer to the decision to branch scientific pathways. It is essential to verify, prior to implementation, that the countries receiving our graduates recognize diplomas from these pathways. The Ministry has prior experience in this regard. First, does this align with the reduction of teaching staff at a time when the responsibilities associated with branching and modernization are increasing?
Undoubtedly, development efforts must encompass all elements and mechanisms of the entire educational system, including the crucial role of technology and artificial intelligence. This is where the challenge lies. Merely replacing textbooks with technological devices will have limited impact. The real transformation requires replacing the “didactic teaching model”—in which the student is a passive recipient of the teacher’s instruction—with a “silent recipient” who sits before a screen, searching digital platforms for information and solutions, thereby bypassing critical thinking, analysis, and creativity.
Therefore, the matter must go beyond momentary enthusiasm. This poses a significant challenge for educational institutions and their leaders, requiring advanced technological expertise capable of adapting educational platforms to advanced educational and cognitive systems, thereby serving the nation’s objectives and developmental needs. Several countries have already undertaken such initiatives, notably Indonesia and Turkey, which are geographically close to us, as well as advanced countries such as the United States. In Turkey, for instance, an in-depth study conducted with secondary school students led to the design of a customized version of GPT-4 for mathematics tailored to their needs. This resulted in improved student performance and enhanced analytical and thinking skills, rather than relying on a generic technological version.
This point is also highlighted in the 2025 Global Knowledge Index report, which outlined the nature of the efforts required to bridge the gaps and shortcomings plaguing some educational systems in our Arab region, including Kuwait, which remains caught between traditional rote learning and unconsidered technological use.
Undoubtedly, this is a major challenge and a great responsibility that demands careful decision-making, in-depth study, and rigorous follow-up of outcomes. We ask God to empower those in authority to shoulder this responsibility and fulfill it in a manner that benefits our children and our nation. God is the Granter of Success.
Dr. Moudi Abdulaziz Al-Humoud
