Dr. Ismael Ali Ali

A Short Bio / زانیاری کەسیی / سيرة ذاتية قصيرة :
Dr. Ismael A. Ali is an assistant professor of computer science at the University of Zakho (UoZ) and a professional instructor at the American University of Kurdistan. He earned his BSc and MSc degrees from the University of Mosul. In 2018 he earned his PhD degree in computer science from Kent State University in Ohio/USA. He has been an active organizer and panelist for multiple conferences and media outlets explaining how AI is re-shaping our lives. His research of interest includes: Artificial Intelligence, Human-Computer Interaction, Tech Education, Experimental Psychology, and Curriculum Development. He is currently the director of the Jazari Research Center at the UoZ.

Category / پۆلێن / الفئة :

Artificial Intelligence in Education

Seminar Title / ناونیشانی بابەت / عنوان الندوة :
Enhancing Education in the Kurdistan Region: Employing Generative AI for Teacher Empowerment and Student Success

Abstract / پوختە / الملخص :

“Generative AI presents a transformative opportunity to enhance education in the Kurdistan Region, this speech addresses the key objectives that benefit students, teachers, and curriculum developers alike, with the focus on the dimension of the teachers in terms of how generative AI can teachers in the aspects of gaining adaptive teaching strategies, teachers as coaches of learning, equity and inclusivity in teaching and education, and teacher professional development.

Firstly, in terms of students; generative AI can significantly improve the students and whole classroom learning experience by offering personalized lesson plans, adaptive exercises, and tailored simulations. These AI-driven tools align with individual student needs, fostering greater engagement and deeper understanding by accommodating different learning styles and paces. This personalized approach ensures that each student receives the support they need to succeed.

Secondly and most importantly generative AI can provide valuable support to teachers and school leaders by automating routine tasks such as grading and lesson planning, allowing them to focus on broadening their professional experiences an skills. Such support incudes but not limited to the following four aspects:
(1) AI-driven platforms can generate customized lesson plans based on real-time student data, enabling educators to implement adaptive teaching strategies that cater to diverse learning styles. For example, a science teacher can use AI to design differentiated activities for students who struggle with concepts while offering advanced projects for those ready for more challenging material.
(2) Moreover, generative AI helps teachers to adopt a coaching role by facilitating project-based learning. For example, a history teacher can guide students in independent research projects, using AI-generated feedback to encourage critical thinking and collaboration. This coaching approach allows educators to foster a more student-centered learning environment.
(3) AI also promotes equity and inclusivity in education by providing accessible learning materials tailored for students with disabilities or language barriers. For example, an English teacher might utilize AI tools to translate and summarize complex texts or create audio versions of reading materials for students, thus ensuring all students have equal opportunities to engage with the curriculum.
(4) Furthermore, generative AI enhances teacher professional development by offering personalized learning pathways. For instance, a platform can recommend targeted workshops and online courses based on a teacher’s specific interests, such as classroom management strategies or technology integration. This tailored approach enables educators to refine their skills continuously and stay current with innovative teaching strategies, fostering long-term growth and effectiveness in their practice.

Finally, generative AI encourages program and curriculum developers to integrate real-life competencies into education by simulating real-world scenarios and project-based learning opportunities. By aligning curricula with industry needs, students are better equipped with practical, relevant skills that prepare them for future career challenges. This focus on real-life applications ensures that education in the Kurdistan Region remains future-focused, fostering a generation of students who are ready to thrive in the regional and global workforce.

This presentation closes with the deterministic pathway and strategy for education leaders and policy makers in Kurdistan Region on how to embrace generative AI as an essential educational toolkit for creating a more dynamic, equitable, and future-ready education system for the current students and generations to come.”

Keywords / وشە سەرەکیەکان / الكلمات المفتاحية :
Generative AI, Personalized Learning, Teacher Development, Real-Life Skills, Educational Transformation