Preserving our heritage while embracing every learner

The diversity of UAE classrooms is undeniable. A child may speak Arabic at home, learn mathematics in English, and communicate with friends in several languages. Another may be learning Arabic because it is the language of their parents or grandparents, while others encounter it primarily at school. Each child brings a different linguistic journey to the classroom. These experiences raise an important question: How can Arabic education preserve the language, culture, and identity of the nation while responding to the diverse learners in our schools?

We explored this question in our research examining the inclusivity and relevance of Ministry of Education Arabic textbooks and activity books for Grades 1 to 3. Our analysis considered cultural representation, linguistic accessibility, teaching approaches, and the kinds of knowledge and experiences presented to young learners. The findings offer both reassurance and many opportunities for reflection.

A strong focus on identity

Arabic is more than a subject on a school schedule. It carries history, literature, identity, and connections between generations. In the UAE, developing Arabic proficiency is an important part of preserving national heritage while preparing young people for an interconnected world. Our analysis found a meaningful cultural foundation in the curriculum. Emirati traditions, social contexts, and everyday experiences help children connect learning with the cultural environment around them. Children benefit when education supports their sense of belonging and helps them understand where they come from. A curriculum can remain firmly rooted in Emirati identity while creating opportunities for learners to encounter different perspectives, recognise shared experiences, and appreciate the diverse society in which they live.

One language, many learner stories

One important insight from our research concerns the different ways children experience Arabic. Some grow up speaking an Arabic dialect at home but have limited experience reading and writing Modern Standard Arabic. Others experience Arabic mainly through formal lessons, particularly in English-medium schools. Children learning Arabic because of their family's heritage may also have varying levels of familiarity with the language.

Although these learners may be in the same classroom, they do not necessarily begin from the starting point. Our analysis suggests that curriculum materials do not consistently account for these different linguistic journeys. Opportunities to build on learners' existing language knowledge, connect spoken and written Arabic, and provide differentiated support remain limited. A child's difficulty with academic Arabic should not automatically be mistaken for a lack of ability, interest, or connection to the language. When teachers understand what children already know, they can build bridges towards what they are learning next. The goal is not to lower the standard. It is to create more pathways towards reaching it.

Learning through Arabic

Our research also examined the teaching approaches reflected in the curriculum. We found examples of inquiry-based and creative activities, particularly in the higher grades examined. However, opportunities for individualisation remain limited, and assessments often emphasize recalling information rather than deeper engagement, critical thinking, and interpretation. This prompts us to consider what we want children to experience when learning Arabic. Do we want them only to recognise words, remember information, and complete exercises? Or do we also want them to ask questions, interpret texts, express opinions, and use the language to understand the world around them?

Teachers and curriculum designers can strengthen this connection by integrating Arabic with other subjects, drawing on familiar and contemporary contexts, and offering activities that encourage discussion, creativity, and problem-solving. Children should experience Arabic not only as a subject to master, but as a language for thinking, creating, and communicating.

Inclusion beyond representation

Our research examined four interconnected dimensions: linguistic, cultural, pedagogical, and epistemic. Together, these dimensions ask whether learners can access the language, connect learning to their experiences, participate meaningfully, and engage with different forms of knowledge. A curriculum may reflect a child's culture while presenting linguistic challenges. It may include engaging content but offer limited opportunities for learners with different needs to participate. It may preserve important traditions while leaving room for stronger interdisciplinary connections and engagement with contemporary issues. Inclusive curriculum design therefore requires us to look beyond what is taught. We must also consider how knowledge is presented, whose experiences are recognised, and how learners are supported in making meaning.

What is next?

Our findings point towards four opportunities. First, curriculum designers can recognise the different pathways through which children develop Arabic proficiency, including heritage learners who speak Arabic at home but are still developing academic literacy, and children learning the language through their family connections.

Second, teachers need practical strategies that build on learners' existing language resources, connect spoken and written Arabic, and respond to different levels of readiness. Third, curriculum materials can continue to strengthen Emirati cultural representation while creating thoughtful opportunities for intercultural understanding and recognition of the communities that make up the UAE.

Finally, Arabic learning can connect more strongly with other subjects and contemporary life, allowing children to experience the language as both a living heritage and a resource for future learning. This is key for Arabic language revival. Progress depends on collaboration among policymakers, curriculum developers, school leaders, teachers, and families. It also requires listening to the children who experience the curriculum every day.

Building on our strong foundation

Our research does not suggest that the Arabic curriculum lacks cultural value. Rather, it identifies a strong foundation on which further work can build. The opportunity is to make that foundation accessible to learners with different linguistic backgrounds, responsive to their educational needs, and rich in meaningful learning experiences. When Arabic education is accessible, meaningful, and relevant to every learner, we do more than teach a language. We carry a heritage forward, strengthen the connections between generations, and give every child, whatever their linguistic starting point, the opportunity to contribute to the future of the UAE.