{"id":27363,"date":"2026-06-13T07:30:19","date_gmt":"2026-06-13T04:30:19","guid":{"rendered":"https:\/\/arab-digital-economy.org\/?p=27363"},"modified":"2026-06-17T12:20:57","modified_gmt":"2026-06-17T09:20:57","slug":"the-arab-culture-and-education-system-in-the-face-of-global-technological-hegemony","status":"publish","type":"post","link":"https:\/\/arab-digital-economy.org\/?p=27363&lang=en","title":{"rendered":"The Arab culture and education system in the face of global technological hegemony"},"content":{"rendered":"
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Cairo<\/span><\/div>\n<\/div>\n<\/div>\n
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Source: Al-Wafd Newspaper<\/span><\/p>\n

Prof. Dr. Ali Mohammed Al-Khouri<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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The weakness of the Arab education and cultural system in the face of the technological revolution and artificial intelligence constitutes a structural flaw in the Arab power structure, revealing a sectoral deficiency that cannot be remedied by piecemeal reforms. In a world racing towards a “programmed knowledge economy,” schools, universities, laboratories, and digital platforms are becoming tools for knowledge transfer, and simultaneously, tools for building influence and competitiveness in the modern economy. The longer the Arab world delays in recognizing this transformation, the greater the risk of it becoming a mere consumer of foreign technologies whose form and impact it cannot control.<\/span><\/p>\n

Data from the International Telecommunication Union indicates that approximately 69% of the Arab world’s population uses the internet, a figure roughly equivalent to the global average. However, this figure masks a stark disparity between Gulf states that have achieved near-digital inclusion and others that suffer from inadequate infrastructure and large segments of the population excluded from the digital sphere. This disparity not only reflects differences in access to technology but also translates into a disparity in the ability of educational systems to keep pace with the demands of labor markets, which are increasingly reshaping their requirements based on digital skills and AI-related capabilities.<\/span><\/p>\n

What international reports agree on is that artificial intelligence and advanced digital skills are the \u201cnew currency of employment\u201d in the economies of the Middle East and North Africa, as the level of young people\u2019s mastery of these skills will be the deciding factor in determining their opportunities and position in the upcoming labor market.<\/span><\/p>\n

In contrast, Arab spending on scientific research and development remains modest compared to global averages. World Bank and UNESCO data show that average spending on R&D in Arab countries does not exceed 0.7% of GDP, compared to much higher rates in advanced economies, reaching over 2 or 3% in some industrialized nations. This imbalance in knowledge investment is mirrored by a weakness in the production of Arabic digital content. Although Arabic is among the most widely used languages \u200b\u200bon the internet in terms of user numbers, representing about 5% of internet users, several estimates indicate that Arabic-language content does not exceed 3% of total global digital content. This means that the digital space does not reflect the weight of Arabic speakers or the depth of their cultural heritage.<\/span><\/p>\n

This disparity between the number of Arab users and the scarcity of Arabic content impacts the performance of artificial intelligence models. Large-scale linguistic models rely on vast amounts of textual, audio, and visual data, and the less a language is present in this data, the weaker the ability of intelligent systems to process it with linguistic and cognitive accuracy and efficiency. Without serious investment in building Arabic linguistic databases and developing AI models tailored to the context of Arabic language and culture, the region becomes a consumer of models primarily trained according to Western cultural standards, with all the inherent biases in the perceptions and values \u200b\u200bthese models reproduce.<\/span><\/p>\n

In parallel, some Arab countries have recognized the risks posed by digital challenges and have begun formulating national artificial intelligence (AI) strategies and integrating digital skills into public education. The UAE and Saudi Arabia, for example, announced the introduction of AI curricula in their schools starting in the 2025-2026 academic year, a move aimed at preparing a workforce capable of navigating the new digital economy. Furthermore, indicators of government readiness for AI show that the Gulf states, represented by the UAE, Saudi Arabia, and Qatar, are leading the region in terms of institutional and technological preparedness to adopt AI in developing public policies and service systems, while other countries remain at lower levels of digital readiness. However, these initiatives, important as they are, will remain limited in their impact unless they evolve into broader Arab practices that restructure the education and culture system on two levels: first, developing practical and technical skills, and second, raising awareness and basic knowledge of digital values \u200b\u200band modern concepts.<\/span><\/p>\n

At the skills level, Arab education needs structural reforms to build a model that places critical thinking, problem-solving, collaborative work, and the ability to use and develop technology at the heart of the educational process. This necessitates retraining teachers, updating curricula, building genuine partnerships with the private sector and research centers, and opening the door to new educational experiences that integrate programming, data, and cybersecurity into the core of schools and universities. At the awareness and knowledge level, Arab culture needs to engage with the digital space and artificial intelligence by producing local digital knowledge and software, and by developing policies and regulatory frameworks that align with the region’s values \u200b\u200band needs, rather than waiting for ready-made solutions.<\/span><\/p>\n

From the perspective of global political economy, the relationship between education, culture, and artificial intelligence can be seen as a redistribution of power between developed and emerging nations. Countries that invest in scientific research, control AI platforms, and set global standards for their operation are the ones that monopolize a significant portion of the added value in the digital economy and possess the tools to influence the behavior of individuals and societies. Conversely, countries that have neglected education and failed to invest in knowledge find themselves facing a new form of dependency, this time based not on importing traditional goods and products, but on importing digital solutions and algorithms that define operating systems and govern the world.<\/span><\/p>\n

In light of this, the battle for education and culture in the Arab world is transforming into a project of intellectual liberation, one that transcends mere adaptation to artificial intelligence and becomes a struggle for an influential position within its systems. The Arabic language now faces the threat of marginalization in the “digital memory” of global intelligent systems, while the greatest challenge for Arab youth remains their transformation into a driving force in designing these systems and shaping their policies.<\/span><\/p>\n

The real question is not whether artificial intelligence represents a threat or an opportunity, but rather the project for which this tool will be harnessed. If Arab education remains confined to outdated methods, and if Arab content and culture remain absent from global digital platforms, then artificial intelligence will merely exacerbate existing imbalances. However, if investment in knowledge, scientific research, and digital content becomes a strategic priority, the Arab world can reclaim its role in global competition and play an influential part in shaping the boundaries of technology use and development.<\/span><\/span><\/p>\n

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