As education systems worldwide adapt to a rapidly changing technological landscape, few voices bring the balance of experience, insight, and authenticity that Christopher Maitland offers. A respected education leader with years of experience in both the UK and UAE, Chris is serving in senior leadership roles at GEMS Education and worked closely with the Knowledge and Human Development Authority (KHDA) — gaining a deep understanding of quality assurance, leadership standards, and school improvement frameworks.
A certified Flipped Learning practitioner and NPQSL-accredited leader, Christopher’s expertise lies in professional development, instructional leadership, and strategic school transformation. His leadership philosophy is built around one core belief: that great teaching is not about technology replacing people, but about technology amplifying human potential.
Today, as the Lead Trainer at East Bridge Training (EBT), Chris plays a pivotal role in preparing educators and academic leaders across the UAE to align with KHDA standards and modern pedagogical expectations. His training modules focus on developing effective teaching practices, staff evaluation systems, and sustainable school improvement strategies — all while integrating technology and AI in ethical, impactful ways.
Through his programs, Chris empowers teachers and senior leaders to evolve from traditional instruction to reflective, research-informed practice. His sessions emphasize AI fluency, adaptive learning strategies, and wellbeing-centered leadership, ensuring educators are not just digitally capable but emotionally and ethically grounded.
As part of AED’s “In Conversation” series, we sat down with Christopher Maitland to discuss how AI is transforming classrooms, what competencies teachers must develop to stay ahead, and why human connection remains the most powerful force in education. His insights shed light on the delicate balance between innovation and intention — reminding us that while AI may change the tools of teaching, the heart of education will always remain human.
Q. Christopher, you’ve been deeply involved in teacher mentoring and training across diverse schools. From your perspective, how has AI already begun to influence classrooms and teaching practices?
A: Ai has begun to influence teaching rapidly. Teaching is a tough job and the rapid rise of AI has now allowed teachers to quickly conduct tasks that would normally take a long time. Things like chatgpt and ai assessment apps are helping teachers to plan lessons, differentiating and resource creation. Mixed differentiation now takes such a short time to create now meaning more time can be spent on personalising the lesson in order to make sure the needs of children in our care are met. It is also beginning to streamline admin tasks which allows more focus to be on classroom needs. However, alongside the positives, there are negatives, which leads into your second question beautifully. AI is only as effective as the teacher guiding it. I have seen teachers use it for quick fixes and to get work done quickly but don’t check its output which means the content isn’t accurate. Ai has to be used to enhance but without the proper training, Ai isn’t used in the way it should be. Current training doesn’t prepare teachers for how fast technology is advancing. There is always something new coming out and training is brief (if at all)and with the rise of AI training must include adaptability and how to use it effectively and build the confidence in teachers to use AI effectively and consistently. Schools are playing catchup because as they train something new comes out. Training will catchup eventually but at the moment it needs to develop further.
Q. What core competencies should teachers be developing today to work effectively with AI tools?
A: Number 1 has to be ethical awareness. Safeguarding is the priority. No matter in what context in school life safeguarding is key. Teachers without the experience would fall into the trap that putting data, names etc into AI and it creating whatever they need. They don’t realise the ethical implications and privacy that they are breaching. Ai controls the data and uses it to learn but shares that data throughout its program. Understanding the power of this is crucial. Adaptability is something that every teacher possesses but with the improvement and use of Ai becoming a regular occurrence in ed tech then teachers need to have the willingness to try, fail and refine the use of the tech they use. One more I believe is core, it creativity. Teachers, I feel, have a unique ability to take an basic and simple idea or topic and create a learning outcome that is engaging, fun and make it into something many wouldn’t even dream could be possible. Now teachers have Ai to help them develop those ideas even further and blend them in with those effective teaching strategies which then can take learning on to a whole other level. However, it doesn’t get there without being adaptable, understanding the risks and having the proper training.
Q: How can teacher training programs balance digital literacy with essential human qualities like empathy, creativity, and cultural awareness?
A: AI can’t replace empathy, relationships or cultural awareness. That’s the long and short of it. Al is great for admin tasks. It eases the workloads if used correctly but even when using AI the human element is something that cannot and should not be overlooked. I have had the privilege to work with some amazing leaders in my career and the best ones are the ones who understand that relationships (building and sustaining) are the key to childrens learning. I was taught in my early years of teacher training to reflect on my practice. The same now should go to Ai. Reflecting on how and why we are using it but also making sure we don’t lose that human spark, that flair and creativity that makes teachers the incredible people that they are.
Q: In your view, what role should ethics play in preparing teachers to use AI responsibly?
A: Safeguarding in schools is the number one priority. When children are involved it is a non negotiable. Every teacher from the moment they step into training until they retire will have one phrase in their head. Doesn’t matter what they do, where they go, who they meet that one phrase is burned into their minds…into their souls. Children’s safety is the number one priority. That means anything to do with them e.g. reports, data, names, have to be kept safe and secure. Ethical training is and needs to be rigorously taught otherwise the over reliance of AI impacts teacher judgements and professionalism which then leads to the potential for data to be breached. Ethics should be at the top of the list when it comes to teacher training, making sure that they don’t allow themselves to take the easy way just because it’s quicker otherwise Ai can reinforce those bad habits if overused or unchecked.
Q: Could you share examples of how AI can support everyday teaching tasks such as lesson planning, differentiation for SEN students, or formative assessment?
A: A colleague and friend of mine who I work with called Darren introduced a AI support platform for children last year and asked me to trial it with my class. It became a tool where children could use it to enhance their learning, to make them become more independent and to challenge them further. We trained the children how to use it effectively and the benefits it could give them. We used it for the entire year. The children would ask it for extra challenge questions, how to enhance their work, to give them definitions for words and phrases they were unsure of. Some tried, as some children do, to ask it for the answer. But with Darren’s support we were able to program it so that it wouldn’t give the answer but ask them what part they needed help with. It was successful. We looked at positives and negatives and discussed on a regular basis how we could improve it further. Something we still chat about now. Of course I use it for support when looking for ideas for lessons, drafting professional letters and emails but making sure names, dates etc are not used. Giving me the outline of how to approach topics as well as being able to sort newsletters and meeting notes. Quick easy jobs.
Q: Do you see models like flipped learning or blended learning becoming more relevant as AI is integrated into classrooms?
A: I love flipped learning. It is something I am trained in and qualified in and have used it without AI. Reflecting back on my teaching, if I had the opportunity of using AI in my flipped learning lessons, I could have been much more effective in my practice. Ai naturally complements flipped learning and allows students to learn at their own pace as well as giving extra support or challenge whenever needed. This allows me as the teacher to become a facilitator and a coach giving children ownership of their learning an allowing me to structure the support or challenge wherever it is needed.
Q: What risks do you see if teacher training does not adapt to the realities of AI?
A: Privacy breaches, plagiarism and just the overall misuse of Ai. Training of AI is something that must constantly be looked at. Teachers can fall into the trap of just relying on AI for everything and therefore leading to ethical lapses because the teacher believes that Ai knows everything and therefore will start ‘sharing’ the data with it to help them, not understanding or forgetting the risks it poses. Another risk is that is that if teacher training doesn’t adapt then students could become disengaged because the teacher could appear to be ‘behind the times’ and therefore not building on the potential impact it could have on student learning and interests.
Q: Many educators worry that AI might “replace” teachers. How do you address this concern, and how should training reinforce the value of the human role?
A: AI could never replace teachers. It can support with aspects of teaching e.g. admin tasks but at the heart of every teacher who walks into the job is the relationships they build with colleagues, students, parents, carers. Teaching isn’t a job, it’s a vocation. Teachers have a love of teaching and students in there care. I have seen teachers give up weekends to get their learning environment ready to make sure the students have the best possible experience. I’ve seen teachers while out on holiday pop into shops because they have seen something that could make their topic more interesting. I’ve seen teachers spend their own money on items for their kids because they don’t have anything. AI cannot replicate or even come close to that level of commitment. AI does it because it is told to do it. Teachers do it for the love of it. At the centre of teaching is a beating heart. That beating heart shows encouragement, pastoral care and relationships. Ai Can’t replace that. It never can. Ai will shape teaching but not the necessity of teachers.
Q: What strategies should institutions and policymakers adopt to build an AI-ready teacher workforce at scale?
A: First requirement that is required before anything is updating safeguarding procedures and policies to reflect the increased use and integration of AI which should be reevaluated every year if not every 6 months. This means any advancement in Ai is noted and adapted for so that schools and teachers are not caught out. The second requirement is full training for all staff, not just pockets of training for certain people who then pass on the information. All must be trained in order to ensure consistency of use and safety across a school. Any use of AI tools must have consistent training throughout the school year with refreshes in order to make sure high standards are kept. There must be continued relationships with edtech companies to ensure anything new is trialled safely and making sure it fits within an ethical AI use framework which also needs to be built.
Q: How can continuous professional development (CPD) be redesigned to keep teachers updated in such a fast-changing digital landscape?
A: CPD is highly effective when done correctly. It needs to be modular and continuous and consistent. It should never be a tick box exercise but sometimes in the fast paced busy life of school, it can be. Therefore, setting up marketplaces in CPD is a great way to share where teachers can share best practice and can help develop others as well as look at strengths and weaknesses of how it has been used. This can help stop misuse of Ai technology and potential breaches. Even using AI in CPD is a great way to redesign CPD. Teachers are asked ‘where best they can improve?’ use of AI in the area could help streamline needs and recommend personalised training paths based on the needs of the teacher at that time. Helping them to professionally develop.
Q: Finally, what advice would you give to current teachers who may feel overwhelmed or unprepared to integrate AI into their teaching practice?
A: Start small outside the classroom by asking to generate a starter activity for a lesson. Play around with the wording because sometimes it will not design/create something for you correctly first time. You have to play around with how you word things, add extra details into it and sometimes be very specific in order to get it right. When I first used it I spent a good hour trying to see what the limits were and how specific I needed to be in order to get the output I required. Then its just exploring what you can do with it. If you are still unsure find someone who has used it and used it correctly. Teachers networks are a great point of contact especially in schools, teacher Facebook groups for example are a great way to share ideas and tips. But most importantly remember you don’t need to know everything about AI just on the things that are going to help support them and get them to where they need to be academically. AI is a tool and a great tool if used well but remember the beating heart of education lies with you and what you do. Children will never remember AI but will remember how you made them feel and how you helped them.