On May 30, 2025, the collaboration between the Egyptian government, Google and Unicef marked a significant step towards the integration of technology in the pre-university education system in Egypt. This meeting highlights the efforts made to modernize teaching and improve the quality of education, through initiatives that aim to respond to the contemporary challenges facing schools.
During his visit to the United Kingdom, the Minister of Education and Technical Education, Mohamed Abdel Latif, expressed his commitment to raising standards for the performance of students and teachers. This point raises an essential question: how to judge these performance in a fair and constructive way? The use of international standards can offer a solid framework, but it is also important to consider the cultural and educational specificities of Egypt.
One of the priorities mentioned at this meeting was the development of training programs for teachers. The emphasis on the adaptability and the improvement of teachers’ skills is fundamental. The quality of education depends as much on the teaching methods used as on the motivation and expertise of teachers. How can we guarantee that these training programs are in line with the real needs of teachers and students? A participatory approach, where teachers are involved in the process of creating these training courses, could contribute to better relevance and efficiency.
Discussions around the integration of technology in schools have highlighted the use of artificial intelligence in order to relieve teachers from certain administrative tasks. This raises a reflection on the future role of teachers in an environment where technology could take a preponderant place. The question of human relationship in education remains crucial. Indeed, if artificial intelligence can certainly provide innovative responses to the organizational needs of the education system, it is essential to remember that human interaction, empathy and emotional support are key elements of the educational process. How to balance technology and human dimension in learning?
Partnerships between the government, technological companies and humanitarian organizations such as UNICEF can open new ways to improve education. However, it is imperative to ensure that these initiatives are managed with transparency and responsibility. The involvement of multiple actors can sometimes lead to differences of objectives or misunderstandings on the priority of the actions to be carried out. What governance structures could be set up to ensure fluid coordination between these various partners?
Finally, the ambition to reduce the responsibility of teachers to allow them to focus on teaching is commendable. However, it is fundamental to assess the criteria according to which this reduction in load will be implemented. How to protect yourself against the risks of devaluation of the educational role by resting excessively on technological solutions?
The Egyptian government’s commitment to reconsider its education system and to benefit from international expertise is a step towards a promising future. However, this effort requires continuous reflection and an adaptability. The integration of technology must serve the vision of an accessible, inclusive and human education, capable of preparing young generations for the challenges of the 21st century.
These questions reveal the complexity of the subject and the need for a nuanced and collaborative approach to approach transformations in education in Egypt. The results of this dialogue between public and private actors will be crucial to shape the future of education in the country. The path will be long, but the aspiration for quality education for all is an objective that deserves to be supported by concerted and thoughtful efforts.