How we’re building lasting capacity in STEM classrooms across Kuwait
When I first started working with the Kuwait Foundation for the Advancement of Sciences (KFAS) on this teacher training programme, one thing became clear: Kuwait isn’t interested in quick fixes. They’re investing in their educators for the long term, building the foundation for Vision 2035 through the people who shape young minds every day.
We held our first workshops in July 2025, we explored how AI could fit into their classrooms. Not as a replacement for good teaching, but as a tool to support it. The energy in those discussions told me we were onto something meaningful.
Why Teachers Need More Than Tool Training
You can hand someone a piece of technology and show them which buttons to press, but if you want real change in classrooms, you need to go deeper. Teachers need time to experiment, reflect, and adapt new approaches to their own contexts. They need support from colleagues and space to work through the messy middle of trying something different.
We’re partnering with Educate Ventures Research (EVR) to design this programme because they understand this complexity. Together, we’ve created four modules covering creative teaching with technology, leading change in education, practical STEM applications, and personalised learning approaches. Each module connects to the next, building skills teachers can use immediately.
Meeting Teachers Where They Are
This programme serves three distinct groups: pre-service teachers still in training, early-career STEM teachers with up to 10 years of experience working in K-12 settings, and college-level STEM educators across government and private institutions. Each group has different needs, different pressures, different starting points.
Rather than treating everyone the same, we’ve built flexible pathways through the content. A college educator might focus heavily on adaptive technologies and simulations, while an early-career teacher might spend more time on change management and collaborative planning. The programme adapts to where people are in their careers.
How Learning Happens
The structure combines self-paced online work with collaborative in-person workshops. Teachers explore case studies and practical tasks at their own pace, then come together for guided sessions where they plan lessons, share challenges, and work through new strategies with our facilitators.
The heart of the programme lies in small group coaching. These intimate settings give teachers space to reflect honestly about what’s working and what isn’t. They get personal feedback, adjust their approaches, and learn from colleagues facing similar challenges. This is where theory becomes practice.
Building on Early Momentum
After our July workshops, we’re now moving into the next phase starting in November. The feedback so far shows teachers are hungry for this kind of support. They want to use AI well, they want to reach every student more effectively, and they’re willing to put in the work to get there.
As Dr. Ameenah Rajab Farhan, KFAS Director General, put it: “KFAS believes empowering educators is key to preparing the next generation for a future shaped by science and technology. This collaboration reflects our ongoing commitment to building local capacity and advancing innovation in education.”
What Success Looks Like
We’re gathering evidence throughout the programme, tracking what works in Kuwait’s classrooms and adjusting where needed. Success isn’t about how many teachers complete the training or how many tools they learn to use. Success is whether students experience better, more engaging STEM education. Whether teachers feel confident trying new approaches. Whether Kuwait builds the kind of educational ecosystem its Vision 2035 demands.
Jane Mann, Managing Director of Partnership for Education, captures the scope of what we’re doing: “Our collaboration with KFAS reflects a shared vision for education in Kuwait, one where teachers are equipped to use AI and emerging technologies with confidence and creativity to support stronger learning outcomes for students.”
Looking Ahead
Leading this project has shown me how serious Kuwait is about getting education right. They’re not chasing trends or looking for shortcuts. They’re investing in their teachers, building capacity from the ground up, and creating systems where improvements stick.
The work continues through 2025 and beyond. We’ll keep learning, adjusting, and supporting these educators as they bring AI into their classrooms in ways consistent with good teaching practice. Because at the end of the day, technology is only as good as the teachers who know how and when to use it.
Teacher Training Resources
- Designing a 24-Week AI Training Programme – Comprehensive PD framework
- Cambridge AI Leadership in Harare – Leadership development model
- 10 Simple Prompts for Teachers – Practical starting points
- From AI Curious to AI Confident – Individual learning pathway