10 – 12 November 2026
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Dubai World Trade Centre Sheikh Saeed Halls 1, 2 & 3
Mark Sheldon
Consultant - Mark Sheldon
Originally working within a community-based behavioural team for the UK NHS, I supported educational staff, children, young people, and their families in exploring ways to reduce or replace a range of unhelpful behaviours that might prevent them from fulfilling their potential or limit their choices after school. Having formally studied a range of behavioural models, I now draw upon what works for the individual and their priorities, which is not reliant upon any one specific model. I would describe this as a value-based, trauma-informed, neuro-affirming, and inclusive approach, keeping the student as the focus and reminding others around them how they may be being perceived by the individual. I draw heavily on research and evidence-based practice and attend both GESS in Dubai and Saudi Arabia as part of my commitment to my own personal CPD. In the last 12 months, I have worked with staff & families across the UAE, Qatar, Bahrain, Saudi Arabia, as well as recently returning from Australia and India, in addition to more regular appointments in the UK & Ireland.
Speaker Sessions
EdTech in Action
1609
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Beyond the Hype: Rethinking AI, Screen Time and the Future of Learning
Session Summary:
This session invites educators and leaders to have their current thinking and perceptions, if based on mainstream media hype, challenged and explore the complex and evolving role of AI in education.
Screen time, attention spans, mental health & wellbeing feature heavily in the media, but is this backed by current peer-reviewed research? Is more screen time ever a good thing? This talk will challenge some popular thinking and draw on real research and international examples to offer a more grounded understanding of the issues.
Key areas include:
• How screen use in education is being understood through research and practice, not just headlines (more screen time, not less, may be beneficial). • The impact of AI tools on teaching, learning and learner engagement • The importance of developing AI fluency in both staff and students • If educators don’t shape the narrative, others will • What other countries can learn from the UAE’s approach to integrating AI into the curriculum This session aims to support thoughtful, ethical and evidence-informed conversations about the role of AI in education and how schools can respond with confidence and clarity.
