Tuesday April 7th, 2026
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Dubai Issues Remote Learning Guide for Parents

As remote learning continues in Dubai until at least April 16th, 2026, the regulator explains how families can support while schools lead teaching, progress monitoring and student support.

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Dubai Issues Remote Learning Guide for Parents

Parents are not expected to take on teaching roles during distance learning, according to new guidance issued in Dubai, with schools remaining responsible for delivering lessons, monitoring progress and supporting students.
The guidance, published by the Knowledge and Human Development Authority (KHDA), outlines how families can support children at home while remote learning continues until at least April 16th, 2026.
The framework positions parents as enablers rather than instructors, with a focus on helping children stay connected to school schedules, participate in lessons and maintain consistent routines that balance learning, breaks, meals and rest.
Families are advised to support the practical aspects of learning, such as ensuring devices function properly, logins are accessible and a suitable study environment is available, without replacing the role of the teacher.
The guide also emphasises the importance of monitoring wellbeing, noting that stress may appear through fatigue, frustration or disengagement. Parents are encouraged to maintain predictable routines, check in regularly and contact schools early if challenges arise.
Where access to devices or adult support is limited, families are advised to prioritise essential tasks, focus on manageable routines and inform schools if constraints affect participation.
Assessments will continue as part of the learning process, though the guidance recommends reducing pressure and focusing on understanding rather than performance.
Additional recommendations address online safety and privacy, advising families to follow school policies, protect personal information and supervise younger children, particularly when using shared devices.
The guidance also highlights the need to balance screen time with offline activities, including reading, play and movement, while encouraging early communication with schools if fatigue or reduced engagement becomes noticeable.

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