CPMS project publishes a new study on stakeholder perceptions of student classification and progress monitoring in Qatar’s schools, highlighting both current satisfaction and readiness for innovation. Based on a cross-sectional survey of 313 stakeholders (teachers, administrators, decision-makers, and service providers), the study reports high satisfaction with existing systems (85%) and strong endorsement of AI integration as essential (nearly 80%). Stakeholders prioritized AI functions such as predicting student challenges, generating analytical reports, and supporting individualized learning plans, while also noting concerns about adoption readiness and privacy/integration.

The CPMS project publishes a new qualitative study examining stakeholder perspectives on the challenges and improvement priorities for student classification and progress monitoring in Qatari schools. Drawing on in-depth input from 20 stakeholders (teachers, school leaders, coordinators, and policymakers), the thematic analysis identified six recurring themes: inconsistent classification practices, staff and resource shortages, family resistance and collaboration, policy and accommodation gaps, fragmented monitoring systems, and emerging, innovative, inclusive practices. Stakeholders emphasized the need for a unified national framework, systematic early screening, stronger accommodations, integrated EMIS-linked records, and ongoing professional development with meaningful parent engagement.