Midhuna Prathap’s rule is simple: AI works with her child, not for her child. That single distinction captures how UAE parents are drawing operational lines around artificial intelligence in homework, insisting the technology support learning rather than replace the effort that makes learning happen.
The practical application of AI in homework reveals a consistent pattern among UAE families. Prathap, whose child is in Grade 1, frames AI as functioning like a tutor rather than an answer generator. She has observed value in its capacity to explain concepts through multiple approaches, breaking down difficult lessons into simpler steps or helping children learning a second language grasp ideas through their stronger language. Post-assignment use represents another boundary she has established, where AI checks spelling and grammar rather than generating work from scratch.
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“I believe that AI usage should never pass the initial cognitive effort. AI should be adult supervised in the younger kids and older kids should maintain strict boundaries against academic dishonesty. AI should work with the child and not for the child,” Prathap told Gulf News.
She has also flagged two practical concerns that extend beyond homework completion: privacy and accuracy. Children need instruction on avoiding sensitive personal information in AI tools, and they must cross-check AI-generated information against textbooks, class notes, and trusted sources. That verification step has become part of the routine in households managing AI use.
Steffy Sunny, an educator and mother of a KG2 student, emphasizes the operational difference between task completion and actual learning. AI can simplify concepts, suggest ideas, or help identify errors, but the problem emerges when technology completes the assignment itself. The real test, in her assessment, is whether a child can explain the work in their own words, discuss the topic independently, answer follow-up questions, and even challenge AI-generated responses.
“If a child submits an answer they cannot explain in their own words, then the task may be finished but the learning has not happened,” Sunny said.
By contrast, Glory Anana Ajani has implemented structured limits rather than relying on a child’s self-regulation. Her seven-year-old must attempt work independently first, with AI access kept brief, supervised, and counted as part of overall screen time. Clear household rules prohibit AI from writing sentences for the child or having responses copied directly into schoolwork. Verification forms part of the routine, with AI responses checked against school materials or trusted sources because, as Ajani notes, an answer can sound convincing while remaining incorrect or biased.
Sharina and Kenneth Garcia, parents of a Year 2 student, prioritize foundational skills in reading, writing, spelling, numbers, and problem-solving before introducing AI at all. They view it as useful for extending interests once fundamentals are established, such as a child exploring additional questions about space or animals. Mastery has become their measure of whether technology is helping.
“We want her to struggle a little, make mistakes, practise, and eventually master the skill herself,” the Garcias explained.
Ayah Ahmed Abdel-Hafiz has positioned AI primarily as a support tool, reminding children to attempt work independently and turn to AI only for clarification or guidance. That distinction matters for young learners still developing confidence in independent problem-solving.
Sona David, mother of Grade 5 and KG2 students, has found AI useful when children need alternative explanations for mathematical formulas or historical events. She has also identified opportunities for AI to support science projects, essay planning, and creative activities when children struggle to generate ideas. The calculator analogy she uses is precise: checking work or saving time on large equations is valuable, but without knowing basic addition independently, children become stuck when technology is unavailable.
“A calculator is great for checking work or saving time on massive equations. But if you don’t know how to do basic addition on your own, you will get stuck the moment the battery dies. Remind them that exams are still done without AI, so their brain needs to know the steps,” David stated.
Across these family experiences, consensus forms around a central principle. AI need not be excluded from children’s education, but neither should it become a shortcut around effort. Parents have favored different applications, from language support and proofreading to brainstorming and exploring personal interests, but all agree children should remain at the center of the learning process. For younger pupils especially, this means attempting work first, using AI with adult supervision, checking information, and writing answers in their own words.
The question UAE parents have not yet fully resolved is how schools will align their own policies with the boundaries families are setting at home, and whether those two frameworks will reinforce each other or pull in opposite directions.