The country’s approach offers a glimpse of what education could look like if AI literacy becomes as fundamental as reading and writing.

In September, Henry Price observed a classroom of 7- to 8-year-olds learn about the Stone Age. They discussed and wrote about cave paintings, then put on virtual reality headsets to explore them.

The founding principal of Rugby School Dubai hopes his students will soon study ancient Egypt the same way — reading about it, creating artwork, and then stepping inside a virtual pyramid, or using artificial intelligence to “interview” a pharaoh.

“AI does not replace reading, writing, discussion, or creativity. It enhances them and opens new doors,” Price told Rest of World. “We want our students to be excited by AI, but never [be] passive users. We want children who use AI to ask better questions, not children who rely on it to give them all the answers.”

The United Arab Emirates recently became the first country to make AI a required K-12 subject.

Our goal remains to ensure that any integration of technology is developmentally appropriate and supports meaningful learning.”Saeed Kharbash, CEO of policies, research and programmes at Dubai’s Knowledge and Human Development Authority

That puts the country on one side of a growing global debate over what children should learn about AI and when they should encounter it. While the UAE and China are treating early AI literacy as a national priority, some Western governments are moving in the opposite direction. New York City introduced a one-year moratorium on student-facing generative AI in public schools from preschool through grade eight, citing concerns about children’s mental health.

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