Transforming Education in Qatar: CUQ Ulster University Professor Explores the Role of Generative AI in Classroom.

(Doha, Qatar, 5th December 2024) – CUQ Ulster University has discovered groundbreaking insights from Dr. Sheily Panwar, Assistant Professor, on the transformative role of Generative Artificial Intelligence (AI) in education. Her article, Exploring Generative AI in Education with Innovative Applications and Transformative Potential in Classroom Settings, unveils how AI is poised to revolutionise teaching and learning by personalising educational experiences and creating dynamic, interactive engagement for students.

“Generative AI has immense potential to tailor education to individual students’ needs,” Dr. Panwar remarks. “By adapting to each student’s pace and style, AI not only boosts knowledge retention but also fosters a deeper, more personalised engagement with learning.” This vision aligns with CUQ Ulster University’s mission to integrate cutting-edge technology in the classroom to enhance student outcomes. As Professor Faris G. Faris, PhD, President of CUQ Ulster University, adds: “Dr. Panwar’s pioneering research in generative AI brings unprecedented opportunities to our classrooms, merging advanced technology with practical learning. This breakthrough enables students to experience AI’s potential firsthand, preparing them for impactful careers and advancing Qatar’s ambitious growth trajectory in education and innovation.”

Dr. Panwar’s article further details how generative AI can support educators by automating routine tasks, designing customised learning resources, and creating immersive virtual learning environments. This allows educators to prioritise fostering critical thinking and creativity in students rather than spending time on administrative duties. Michael Stellwag, MBA, CUQ Ulster’s Head of Marketing and Recruitment, emphasises, “Dr. Panwar’s research on generative AI reflects CUQ’s commitment to educational advancement and aligns with Qatar’s vision for an innovation-driven future. Her work paves the way for transformative learning experiences that will shape future generations, strengthening Qatar’s role as a leader in advanced technology and educational reform.”

In addition to highlighting the benefits, the article addresses key ethical concerns around generative AI, including data privacy, algorithmic bias, and equitable access. “It is crucial to address these ethical considerations head-on,” Dr. Panwar notes, “so that AI can serve as a beneficial resource, supporting a fair and inclusive learning environment for all students.”

Key findings of her research concluded that Generative AI can significantly enhance individualized learning experiences, tailoring lesson plans and assessments to meet each student’s pace and learning style. In Qatar, where education is a national priority, such personalization can boost student engagement and learning outcomes, aligning with the country’s goals for an advanced, knowledge-based economy.

AI has the potential to reduce teachers’ administrative burdens by automating grading and content creation, allowing educators to focus on fostering critical thinking and creativity. For Qatar, this shift supports ongoing educational reforms aimed at improving teaching quality and preparing students for future challenges.

AI-driven tools facilitate international cooperation and inclusive learning by breaking down language barriers and enabling students to work across borders. This aspect aligns well with Qatar’s emphasis on developing globally competitive graduates who can contribute to its diverse, multicultural society.

In disciplines like STEM, AI-generated interactive tools such as virtual labs and simulations offer hands-on experiences that can be difficult to achieve in traditional classrooms. For Qatar, this supports the development of critical STEM skills, which are essential for the country’s economic diversification.

The research emphasizes the importance of ethical considerations, including data privacy and the risk of algorithmic bias. In Qatar, where data protection is paramount, the careful management of AI in education is essential to ensure responsible and equitable use.

Looking ahead, Dr. Panwar explores the potential for AI to work in conjunction with other emerging technologies, such as augmented reality (AR) and virtual reality (VR), to further enrich the educational landscape. This integration could pave the way for immersive learning experiences and foster a global classroom setting, encouraging cross-cultural collaboration among students worldwide. 

To read the full research, visit: 

Exploring Generative AI in Education with Innovative Applications and Transformative Potential in Classroom Settings

About Dr. Sheily Panwar and CUQ  Ulster University

Dr. Sheily Panwar is an Assistant Professor at CUQ Ulster University in Doha, Qatar, where she contributes to advancing educational excellence through research and innovation. CUQ Ulster University is a premier institution of higher education, offering UK-certified degrees and diplomas to a global student body from its new campus. Located in Lusail’s smart city, CUQ Ulster University is the second campus outside the UK of the 159-year-old Ulster University, headquartered in Belfast, Northern Ireland. The university offers over 20 programmes, including undergraduate, postgraduate, and Higher National Diplomas across disciplines such as Psychology, Game Design & Development, Law, Architecture, Artificial Intelligence, Engineering, Business, and Computer Science. For more information, visit cu-ulster.edu.qa or follow @CUQUlster on social media.

For further information or media inquiries, please contact:Michael Stellwag
Head of Marketing and Recruitment, CUQ Ulster University
Email: michael.stellwag@cuc-ulster.edu.qa