Mays Ibrahim (ABU DHABI)
Education technology experts say effective distance learning depends on striking the right balance between limiting screen time and designing meaningful digital experiences - an approach reflected in Abu Dhabi's latest framework.
The Department of Education and Knowledge (ADEK) has introduced clear caps on screen exposure, mandatory breaks, and interactive teaching requirements, alongside restrictions on homework that increases digital use beyond school hours.
These measures are aimed at protecting student wellbeing while maintaining engagement during distance learning sessions. Experts say these limits must be paired with thoughtful lesson design to be effective.
"Technology in education does not mean more screen time, it should mean better time," Baz Nijjar, SVP for Innovation, AI and Futurism at GEMS Education, told Aletihad.
At GEMS, this includes an age-appropriate model of digital learning that blends play-based and offline activities with structured, monitored online interactions.
Learning is delivered in shorter, varied segments to reduce cognitive overload and sustained screen exposure, while timetables intentionally build in breaks, movement and time away from devices.
Rather than treating screen time as the core problem, digital education experts argue that poorly designed online learning is what leads to fatigue and disengagement.
In conversation with Aletihad, Dare Pitan, Digital Education Lead at the University of Birmingham Dubai, said shorter, more focused lessons, combined with interactive elements such as polls and activities, can significantly reduce cognitive overload. Blended approaches that mix live sessions with independent work and gamification also help maintain engagement, he added.
The ADEK framework reflects this thinking, prohibiting teachers from speaking uninterrupted for more than 20 minutes and requiring interaction at regular intervals throughout lessons.
It also introduces age-specific limits on continuous screen exposure, ranging from 20 minutes for kindergarten students to 50 minutes for older pupils, each followed by mandatory breaks.
A daily mid-morning screen-free break and a minimum 30-minute offline lunch period are also compulsory across all grade levels.
Human Connection Remains Central
ADEK also prioritises maintaining meaningful teacher-student relationships through mandatory weekly one-to-one check-ins. Pitan said these interactions are critical, particularly during periods of disruption. "Some students are not logging in as their usual selves; they may be distracted, worried or simply overwhelmed," he explained.
"These moments create a pause, a space where a student feels seen and heard, knowing that it is less about academics and more about their overall wellbeing."
Nijjar said their institution makes an effort to replicate informal classroom interactions lost in virtual settings through intentional design, including safeguarded communication channels, virtual drop-ins, and mentoring opportunities.
Using Data for Early Intervention
The use of data to identify students at risk of disengagement is a key pillar of effective online learning, according to digital education experts.
"Rather than waiting for their results to tell us this, we can use learning analytics to identify students that are not engaging with learning materials and provide them with tailored support," Pitan said.
At GEMS, for example, this is supported by a "data 360" approach, combining academic, behavioural and wellbeing insights to build a holistic understanding of each student and scale personalised support.
This includes using platforms such as Microsoft Reflect and Upstrive to help teachers monitor student wellbeing in real time, enabling early intervention where needed.
These tools are supported by human-led systems, including counsellors, pastoral teams and designated wellbeing champions in each school, Nijjar explained.
"While technology enables scale, every interaction remains teacher-led and relationship-driven," he added.
