International
Schools and Arab-Islamic Identity: From Parental Concern to Deep Educational
Awareness
A Conscious Concern Revealing a Gap in Educational Practice
Amid the rapid expansion of
international schools across the Arab world, growing questions are being raised
by families about the impact of this educational model on their children’s
system of values and identity—caught between what they acquire in classrooms
and what they experience within their cultural and social environments.
In this context, the
International Union of Muslim Scholars – Qatar Branch (Women’s Activity)
organized an educational scientific forum titled: “International Schools and
Values: How to Preserve Arab-Islamic Identity”, held at Sheikh Abdullah
Al-Ansari Complex, with notable participation from parents and those interested
in educational affairs.
The event opened with a speech by
Dr. Ayesh Al-Qahtani, who emphasized that the real challenge does not lie in
the nature of international education itself, but in the family’s readiness to
fulfill its educational role as an active partner. He stressed the importance
of moving beyond superficial follow-up toward deep educational awareness
grounded in understanding and dialogue.
From Scientific Analysis to Realistic Diagnosis
The results of a survey conducted
among parents formed a central entry point for discussion, revealing a high
level of “positive concern” regarding the influence of the educational
environment on children’s identity. At the same time, the findings highlighted
an urgent need for practical tools that enable parents to engage more
consciously with curricula and strengthen meaningful educational dialogue with
their children. This concern was not framed as a crisis, but rather as an
indicator of awareness calling for the development of family educational
practices.
In a deeper analytical
perspective, Dr. Ahmed Aref reviewed the historical roots of international
schools in the Arab context, illustrating how the multiplicity of knowledge
references has contributed to a degree of value fluctuation among some
children. He affirmed that resolving this balance begins within the family
through clear and consistent educational policies.
Meanwhile, Dr. Hind Al-Hammadi
presented a conceptual framework for the terms “values” and “identity,”
offering precise criteria to refine understanding. She provided a balanced
socio-educational reading that underscored the importance of identity in achieving
psychological and behavioral balance, and in strengthening children’s sense of
belonging within multicultural educational environments.
The Family at the Heart of the Educational Equation
Shifting toward the practical
dimension, Dr. Abdulrahman Al-Harmi focused on the central role of the family,
describing the mother as the “vessel of culture” in which the earliest features
of identity are formed, while highlighting the father’s essential role in
discovering and nurturing children’s talents within a framework of values. He
posed a fundamental question reflecting the depth of the issue: Where do we
stand in activating the values we already possess?
Dr. Jameela Al-Shaabi concluded
the sessions with a balanced presentation addressing the impact of curricula
and teaching methods on value formation. She noted that while international
schools offer clear advantages—particularly in developing language skills and
critical thinking—these benefits should not come at the expense of identity,
but rather be integrated within a conscious vision that preserves constants
while effectively engaging with openness.
An Educational Partnership that Creates Balance
The forum also featured a rich
interactive session moderated by Dr. Iman Sufyan, during which participants
shared real-life experiences and insights reflecting a growing awareness of the
importance of partnership between school and family.
The discussions resulted in a set
of practical recommendations emphasizing that identity-building is no longer
the responsibility of a single entity, but rather the outcome of integration
between the home and educational institutions.
At the conclusion of the forum,
participants expressed their appreciation for the scientific depth and
practical relevance of the content presented, stressing the importance of
continuing such initiatives—grounded in reality, supported by data, and offering
actionable solutions—to contribute to raising a balanced generation, firmly
rooted in its identity and capable of engaging consciously with the challenges
of the modern world.
(Source: The Union)
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