Khaled Farag
PhD in Educational Technology | Assistant Principal | Senior Educational Leader | Head of MOE Subjects (Arabic, Islamic Studies, Social Studies, Moral Education & UAE Culture) | Dwight School Dubai
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Dr. Khaled Farag is a senior educational leader, Arabic curriculum specialist, and researcher in Educational Technology with over ten years of leadership experience in leading international schools in the UAE. He currently serves as Assistant Principal and Head of MOE Subjects, overseeing Arabic, Islamic Studies, Social Studies, Moral Education, and UAE Culture from Early Years to Grade 12.
He holds a PhD in Educational Technology, a Master of Education, NPQSL, and a Bachelor’s degree in Arabic Language and Education. His expertise spans curriculum leadership, assessment reform, digital transformation, and whole-school improvement.
Dr. Farag has led strategic initiatives focused on moving Arabic and Islamic Education from compliance-driven practice to impact-focused systems that improve teaching quality and student outcomes. He works across IB and British curricula, supporting schools in data-informed leadership, fluency development, and curriculum coherence.
He is also a teacher trainer and consultant with expertise in educational technology, AI integration, and sustainable leadership models across MOE subjects.
From Compliance to Impact: Transforming Arabic&Islamic Education Through Data, Fluency, and Purpose
Across bilingual and international schools, compliance is often seen as limiting innovation and impact. This session reframes compliance as a driver for consistency, quality, and sustainable improvement.
It presents a leadership model for Arabic and Islamic Education that integrates compliance with data-informed practice, using CAT4, benchmarking, formative assessment, and classroom evidence to drive continuous improvement across Arabic departments.
A key focus is ensuring that high-quality teaching and learning, grounded in inquiry-based approaches and data-informed practice, remains consistent before, during, and after inspections. This eliminates variability and builds stable, high-performing systems that are not inspection-dependent but sustained through ongoing evidence-based leadership.
The session also explores how data can identify learning gaps, personalise pathways, and strengthen Arabic fluency while aligning with MOE expectations.
Participants will learn how to align compliance and impact to build consistently high-performing departments supported by authentic evidence of student progress.
The session is designed for school leaders, Arabic and Islamic Heads of Department, curriculum leaders, and inspectors.
GESS Dubai 2026 Sessionize Event Upcoming
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