A comprehensive plan is in place for public schools in Abu Dhabi to shift to remote learning on Fridays during the holy month of Ramadan. This initiative, titled Ramadan with Family, aims to deepen family connections, reinforce the core values of Ramadan, and sharpen a broad set of essential skills through home-based activities while maintaining educational continuity.
Ramadan with Family: scope, aims, and broader rationale
Ramadan with Family is designed as a holistic framework that reorients a portion of the school week toward family-centered engagement during the sacred month. The core idea is to create an environment at home where students can participate in structured and meaningful learning activities alongside their families, leveraging the home setting to reinforce what is taught in schools while embedding the spiritual and moral dimensions that Ramadan emphasizes. By design, the initiative seeks to foster an atmosphere of support and reflection within households, encouraging students to practice the month’s values in everyday life and to develop key competencies beyond traditional classroom tasks.
This approach aligns with a broader educational and social objective: strengthening family bonds and enhancing the social fabric of communities during Ramadan. The program envisions a seamless blend of academic learning with cultural and religious understanding, so that students can grow in a holistic way. The emphasis on family involvement is intended to enhance student motivation and ownership of learning, as well as to cultivate a sense of responsibility, empathy, and self-regulation that resonate with the spirit of Ramadan. By placing significant learning activities in the home, the initiative also seeks to maximize the positive impact of Ramadan on students’ personal development, social interactions, and long-term educational outcomes.
The overarching aim is to create an environment in which students can maintain momentum in their studies while participating in activities that reflect the values and traditions of Ramadan. The program is designed to be inclusive, accommodating diverse family circumstances and ensuring that all students have access to meaningful learning experiences, whether they are at home or, in certain cases, at school. By emphasizing family engagement, the initiative also supports teachers and schools in delivering a coherent educational experience that complements classroom instruction and curricular goals.
In essence, Ramadan with Family is about more than a temporary shift to remote learning on Fridays. It embodies a broader educational philosophy that integrates family involvement, cultural and religious literacy, and skill development into Ramadan’s unique context. The initiative seeks to nurture a constructive home learning culture, foster continuous growth, and contribute to a harmonious and spiritually enriching environment for students and communities throughout Abu Dhabi and the United Arab Emirates.
Implementation details: when, who, and how Fridays change
The transition to remote learning on Fridays during Ramadan is set to begin on the first Friday of the holy month. This synchronization with the calendar underscores the policy’s intent to start at the outset of Ramadan’s observance, ensuring a consistent approach across public schools in Abu Dhabi. The plan applies to all students in public schools, with a specific and important exception: students who are scheduled to sit exams on Fridays. For those students, on the days when Friday exams are planned, learning will proceed in person, following the approved examination timetables. In other words, the shift to remote learning on Fridays does not apply to those who have Friday exams, ensuring that assessment schedules remain intact and that exam integrity and standard procedures are preserved.
A crucial nuance in the policy is the option for families who prefer in-person attendance on Fridays. If parents decide that their child should attend school in person on a Friday, they can opt for this arrangement, provided they arrange transportation to and from the school. In such cases, the responsibility for transportation lies with the family, while the teaching staff will supervise the students and ensure the continuity of their regular school schedule. This flexibility is designed to accommodate varying family circumstances and preferences, while still preserving the overall structure and goals of the Ramadan with Family initiative.
From a scheduling perspective, the initiative focuses on Fridays only during Ramadan. This means that the regular school week is adjusted specifically for Friday sessions, with remote learning implemented on those days to the extent possible. It is important to note that the teaching staff and broader school personnel will maintain their usual work schedules during Ramadan. The new format on Fridays does not alter the standard work hours or the professional responsibilities of teachers and school staff outside of the Friday remote learning context. This consistency in staff scheduling is intended to provide stability for both students and educators while enabling the home-based learning model on Fridays.
In practical terms, the remote Friday setup requires coordination with the school’s instructional technology resources, digital platforms, and communications channels. Schools will need to ensure that students have access to the necessary devices and connectivity to participate effectively in online activities. Likewise, teachers will need to design and deliver Friday content that aligns with the curriculum, supports ongoing learning objectives, and complements the in-person instruction that takes place on other days of the week. The Ministry’s role includes facilitating this transition by providing guidance, resources, and a framework that supports both students and families as they adapt to a new mode of learning on Fridays.
Student benefits: family engagement, learning environment, and skill development
The central benefit of shifting Fridays to remote learning is the opportunity for students to engage in educational activities within a home environment alongside family members. This arrangement is intended to nurture a supportive atmosphere infused with the spirit of Ramadan, where learning becomes a collaborative family endeavor rather than a strictly classroom-driven activity. By participating in learning activities at home, students can benefit from closer family involvement, which may foster deeper motivation, personalized pacing, and greater application of concepts to daily life. The family setting can provide immediate opportunities for discussion, reflection, and practical application of knowledge, potentially reinforcing understanding and retention.
Beyond the immediate home learning benefits, the initiative aims to cultivate a broader set of competencies that are essential in contemporary education. These include digital literacy, self-management, and time organization as students navigate online platforms and resources with the guidance of their families and teachers. The home-based learning model is designed to complement in-class instruction by enabling students to contextualize what they learn in school within their home routines and cultural experiences during Ramadan. The strategy supports the development of critical thinking, collaboration, and problem-solving as students work through assignments, projects, or guided activities with family members acting as mentors and facilitators.
The program’s design emphasizes balancing academic objectives with the moral and cultural dimensions associated with Ramadan. Curriculum-based activities introduced in the guidance manual aim to integrate cultural and religious considerations into daily learning, helping students connect academic content with the values and practices of the month. This approach supports a holistic form of education that recognizes the spiritual, ethical, and social aspects of Ramadan, while maintaining a clear focus on achieving learning outcomes across core subjects.
In addition to academic gains, the remote Friday format seeks to foster social and emotional learning through family engagement. By spending more time with family during Ramadan, students may experience strengthened interpersonal skills, enhanced communication, and a greater sense of belonging to their family and community. Such outcomes contribute to a positive school-to-home transition, reinforcing resilience and adaptability—qualities that can benefit students well beyond Ramadan.
The initiative also reinforces a shared sense of responsibility among students, families, and schools. Students are encouraged to take ownership of their learning by planning and managing tasks within the home learning environment, while families provide support, structure, and encouragement. Schools, in turn, offer guidance, resources, and oversight to ensure that home-based learning on Fridays remains aligned with curricular goals and maintains continuity in students’ educational trajectories. Through this collaborative approach, Ramadan with Family aims to create a stable, supportive, and enriching learning ecosystem that transcends the boundaries of the classroom.
Exam accountability, in-person options, and transportation dynamics
A critical component of the Friday remote-learning policy concerns how exams intersect with the remote format. The ministry has clarified that the initiative applies to all students except those who have Friday exams scheduled. On exam Fridays, students will attend in person, consistent with their approved timetables. This decision preserves the integrity of examination processes and ensures that assessment conditions remain standard and fair for all examinees. By maintaining in-person exams for Friday slots, the system safeguards the reliability of test administration and results, while also avoiding potential conflicts that could arise from attempting to conduct exams in a remote setting.
In addition to the exam considerations, families that prefer their children to attend school on Fridays still have a clear option. If parents opt for in-person attendance, they must arrange transportation to and from the school. The policy places responsibility for transportation on the families choosing in-person attendance, while the schools and teaching staff continue to supervise students and maintain the continuity of the regular school schedule for those who remain on the remote learning track. This arrangement allows for flexibility in response to diverse family circumstances, ensuring that students can participate in a way that suits their needs while preserving educational continuity during Ramadan.
The transportation aspect is a practical and important detail. It acknowledges that not all families have the same access to transport resources and recognizes the need to accommodate those variations. For families that manage to arrange reliable transportation, the in-person option remains a viable path for students who benefit or prefer the traditional classroom environment, even during Ramadan. Conversely, families who opt for remote learning via online platforms can capitalize on the home-based learning opportunities while still receiving appropriate guidance and supervision from teachers to ensure that the learning experience remains structured and productive.
The balance between remote learning and in-person attendance on Fridays during Ramadan reflects a broader commitment to inclusivity and adaptability within the UAE’s education system. It recognizes that Ramadan is a time of reflection, family togetherness, and spiritual renewal, while also maintaining the essential standards of academic rigor, assessment integrity, and equitable access to education. By offering both remote and in-person options, the policy strives to meet students’ needs in a manner that respects Ramadan’s significance and supports ongoing learning pathways.
Teacher schedules, responsibilities, and the continuity of instruction
While the Friday remote-learning initiative centers on students’ home-based activities, its design purposefully emphasizes that teachers and the broader teaching staff will continue to follow their usual schedules during Ramadan. This means that the period remains a stable and predictable phase for educators, with ongoing responsibilities that align with standard school routines. The goal is to preserve continuity in instructional planning, assessment practices, and classroom management, even as learning delivery shifts to the home environment on Fridays.
The role of teachers in this framework includes preparing and curating online content, facilitating remote discussions, monitoring student progress, and providing guidance to families to support home-based learning. Teachers may also coordinate with families to set expectations, deadlines, and deliverables for Friday activities, ensuring that students stay on track with the curriculum. The emphasis on maintaining normal schedules for staff helps sustain organizational consistency, reduces disruption, and supports a smoother transition for students as they adapt to the remote Friday format.
The ministry’s intent is to guarantee that the remote Friday model enhances educational outcomes rather than compromising them. By maintaining teacher schedules and ensuring that instruction remains coherent across the week, schools can align Friday activities with the broader curriculum and learning objectives. This coherence is critical for preserving the quality of education, ensuring that students continue to progress academically, and providing learners with a structured and supportive framework for home-based learning during Ramadan.
In practice, the Friday remote-learning model requires ongoing collaboration among teachers, students, and families. Teachers will likely monitor engagement, provide feedback on assignments, and offer targeted supports where needed. Families, in turn, play an essential role in facilitating the home learning environment, helping to organize study spaces, establish routines, and ensure that students are prepared to engage with digital platforms. The combination of consistent teacher schedules and active family involvement is intended to create a productive and positive learning experience on Fridays during Ramadan.
Ministry guidance: a detailed manual to support remote Friday learning
To facilitate a seamless transition to remote learning on Fridays, the Ministry has prepared a comprehensive guidance manual designed for both students and parents who choose to participate in remote Friday learning during Ramadan. The manual serves as a practical resource that outlines the steps, expectations, and best practices necessary to optimize online education during the Holy Month. It aims to be accessible, actionable, and aligned with the overarching goals of Ramadan with Family while ensuring that learning remains purposeful and engaging.
The guidance manual offers clear, actionable instructions on how students can make the most of Fridays during Ramadan. It includes structured guidance on how to approach online learning, how to manage time effectively, and how to integrate Ramadan values into daily study routines. The manual is intended to be a practical tool that families can reference throughout Ramadan, helping them establish routines that support academic progress, personal growth, and spiritual reflection.
In addition to general guidance, the manual contains curriculum-based cultural and religious activities designed to reinforce both educational and moral development. These activities are crafted to complement standard curricular goals while also supporting students’ understanding of Ramadan’s cultural and religious dimensions. The inclusion of such activities reflects the initiative’s emphasis on holistic education—combining academic learning with ethical and spiritual growth to enrich students’ experiences during Ramadan.
The ministry’s guidance is a reflection of the UAE leadership’s broader vision: to cultivate an inspiring family and community environment during Ramadan. By providing a structured framework for home-based learning on Fridays, the guidance manual supports the goal of strengthening family bonds and promoting social harmony. It also aims to enable individuals to fully embrace the spiritually enriching atmosphere of Ramadan, encouraging reflection, cooperation, and shared learning within families and communities. The manual emphasizes practical steps for implementation, ensuring that families and schools can work in concert to deliver a meaningful and effective learning experience on Fridays.
The guidance manual also addresses key considerations to ensure that remote Friday learning remains accessible and effective for all students. It outlines recommended practices for setting up a conducive learning space at home, managing digital access and privacy, and coordinating with teachers to maximize engagement. It also provides guidance on how to monitor progress, assess learning, and provide feedback in a remote context, ensuring that students receive appropriate support and recognition for their efforts. By covering these operational and pedagogical aspects, the manual helps create a robust framework that supports consistent, high-quality learning across homes and districts during Ramadan.
In summary, the Ministry’s manual is a cornerstone of the Ramadan with Family initiative, translating policy into practical steps that students and parents can follow. It reflects a commitment to educational excellence and to the broader social and spiritual objectives of Ramadan. The manual’s structured guidance is designed to enable families to participate confidently in remote Friday learning, while also ensuring that the learning experience remains aligned with curricular standards and Ramadan’s values.
Cultural, educational, and moral objectives embedded in Friday remote learning
The Ramadan with Family initiative is not solely about maintaining instructional continuity; it also seeks to integrate cultural and religious education into the weekly rhythm of learning. The remote Friday framework includes curriculum-based activities that are specifically designed to foster both educational and moral growth. These activities aim to deepen students’ understanding of Ramadan’s significance while also promoting broader educational competencies such as critical thinking, creativity, collaboration, and ethical reasoning. By weaving cultural and religious elements into Friday activities, the program supports a more well-rounded educational experience that resonates with students’ lived experiences during Ramadan.
The inclusion of cultural and religious activities in the curriculum underscores the UAE’s commitment to holistic education that respects and reflects the values of its diverse communities. It provides an opportunity for students to reflect on Ramadan’s themes—such as generosity, empathy, and self-control—and to apply these concepts in practical ways within their families and communities. This approach helps students connect classroom learning to real-world contexts, reinforcing the relevance of academic content while enriching students’ spiritual and moral education.
The integration of these activities is designed to be supportive and inclusive. Teachers curate tasks and prompts that accommodate different family configurations, religious backgrounds, and levels of prior knowledge. The objective is not to enforce a single set of practices but to encourage thoughtful engagement with Ramadan’s values in a way that is meaningful for each student and their family. The manual provides flexible guidelines so that families can adapt activities to local customs, family routines, and personal backgrounds, ensuring that Ramadan with Family remains accessible and relevant to every student.
In practice, this means that Friday learning sessions can include a range of activities such as reflective writing, discussions about Ramadan themes, collaborative projects that can be completed at home, and culturally informed tasks tied to the current curriculum. The activities are designed to be engaging, age-appropriate, and aligned with learning standards across core subjects. Through these activities, students gain opportunities to demonstrate their understanding of academic content while also demonstrating growth in character, social awareness, and community involvement—core outcomes that Ramadan with Family aims to cultivate.
The moral dimension of the Friday remote learning experience is emphasized through activities that encourage students to practice Ramadan values in daily life. This includes acts of kindness, volunteering, mindful consumption, and thoughtful communication within the family and with neighbors or community members. By embedding moral reflection into academic tasks, the program seeks to nurture well-rounded individuals who are not only proficient in academic subjects but also principled, empathetic, and socially responsible.
The combination of academic, cultural, and moral objectives within the Friday learning framework is intended to create a comprehensive educational experience during Ramadan. The approach recognizes that Ramadan is a time for introspection, generosity, and community, and seeks to channel these themes into concrete learning activities that support students’ growth in multiple dimensions. By aligning Friday assignments with Ramadan’s values and the broader curriculum, the initiative strives to deliver meaningful outcomes that students can carry with them beyond the holy month.
Leadership vision, community impact, and the broader social context
The Ramadan with Family initiative embodies the UAE leadership’s broader vision of fostering an inspiring family and community environment during Ramadan. By reinforcing family bonds and promoting social harmony, the policy aims to strengthen the social fabric of communities while enabling individuals to fully engage with the spiritually enriching atmosphere of the holy month. The emphasis on family-centered learning reflects a forward-looking approach to education in which the home and school collaborate to support student growth, well-being, and moral development.
This initiative aligns with a wide set of national priorities, including educational excellence, social cohesion, and cultural literacy. By ensuring that Ramadan becomes a time for concrete learning experiences within families, the program reinforces values such as cooperation, respect, and mutual aid. It also acknowledges the diverse cultural landscape of the UAE, where Ramadan observances are celebrated across different communities, each with its own traditions and practices. The policy thus supports a shared national objective: preserving and enhancing a sense of belonging, mutual respect, and communal responsibility during Ramadan.
In terms of long-term impact, Ramadan with Family is expected to have positive effects on family dynamics, school engagement, and student outcomes. The initiative not only seeks to maintain academic progress during Ramadan but also to cultivate a sense of purpose and belonging in students’ lives. By normalizing home-based learning during Ramadan and providing structured guidance to families, the policy contributes to a resilient educational ecosystem that can adapt to the rhythms of the lunar calendar and the community’s needs.
The program also aims to strengthen social harmony by encouraging families to participate in learning activities together. Shared educational experiences can create opportunities for dialogue, mutual understanding, and collective reflection, which are valuable for social cohesion. The initiative’s broader social intent is to foster a culture in which learning is embraced as a family endeavor and where the spiritual and ethical dimensions of Ramadan are integrated into daily life. This alignment with leadership priorities reinforces the UAE’s commitment to a comprehensive and inclusive approach to education, community development, and national values.
Practical considerations: logistics, access, and equity in remote Friday learning
Successful implementation of Friday remote learning requires attention to practical considerations that ensure accessibility, equity, and sustainability. The Ministry’s guidance emphasizes the importance of providing students with the necessary tools and resources to participate in online activities from home. Key logistical factors include access to digital devices, reliable internet connectivity, and user-friendly online platforms that accommodate learners with different levels of digital literacy. Schools, in collaboration with families, are expected to address potential digital gaps so that all students can engage effectively with remote Friday content.
Another important consideration is the availability of parental support and the learning environment at home. Families may need guidance on creating an effective study space, establishing daily routines, and helping children manage time and attention during online activities. The guidance manual provides practical recommendations to help families set up an organized and conducive learning environment, while teachers offer ongoing guidance and feedback to support home-based learning. This collaborative model seeks to optimize student engagement and learning outcomes while minimizing disruptions to the educational process during Ramadan.
The policy also contemplates the coordination of assessment and feedback in a remote Friday format. Clear expectations for assignments, deadlines, and modes of submission are essential to maintain curricular alignment and accountability. The examination schedule, with in-person exams on Fridays for students with test obligations, further ensures fairness and consistency in assessment practices. The overall framework is designed to be clear, predictable, and adaptable, enabling schools to respond to evolving circumstances while preserving educational quality during Ramadan.
From an equity perspective, the initiative recognizes that families vary in their capacity to support home-based learning. The Ministry’s guidance underscores the need for inclusive practices that consider language needs, accessibility for students with disabilities, and other considerations that may affect participation. Schools are encouraged to provide additional supports, such as translated materials, accessible formats, or alternative activities where necessary, so that every student can engage meaningfully in remote Friday learning.
The practical arrangements for remote Friday learning also include provisions for safeguarding and privacy in online environments. The policy emphasizes the importance of secure platforms, responsible data handling, and age-appropriate content. Schools and families are encouraged to follow best practices for online safety and to monitor students’ digital experiences to ensure a safe and constructive learning environment. By addressing these concerns, the initiative seeks to foster a positive and secure online learning experience for all students during Ramadan.
Monitoring, evaluation, and continuous improvement
As with any educational initiative, ongoing monitoring and evaluation are essential to gauge effectiveness, identify challenges, and inform future refinements. The Ramadan with Family initiative is expected to incorporate mechanisms for collecting feedback from students, families, and teachers. This feedback will help assess the quality of home-based Friday learning experiences, determine whether the activities align with curricular goals, and measure the impact on student engagement, learning outcomes, and family involvement.
Data collection and analysis may focus on several indicators, including student participation rates, completion of Friday activities, performance on assessments, and qualitative indicators of student motivation and family engagement. The evaluation framework could also explore the perceived value of the initiative in strengthening family bonds, promoting Ramadan values, and supporting social harmony within communities. The feedback loop will enable schools and the Ministry to adjust content, guidance, and resources to optimize impact.
Challenges are anticipated, including differences in home environments, varying levels of parental availability, and disparities in digital access. The ministry’s plan includes mitigation strategies, such as providing additional training for families, offering alternative activities when online participation is constrained, and ensuring that in-person options remain available for those who require them. The evaluation framework will continuously monitor these variables to inform ongoing improvements and ensure that the initiative remains inclusive and effective for all students.
The long-term objective of monitoring and evaluation is to build a robust evidence base that can guide future policy decisions. If the Ramadan with Family initiative demonstrates positive outcomes in student learning, family engagement, and social cohesion, it could inform similar approaches in other periods of the academic year or adapt to other cultural and religious observances. The continuous improvement mindset reflects the UAE’s commitment to excellence in education and its willingness to innovate in response to local needs and community expectations. The monitoring framework thus serves as a critical mechanism for sustaining high-quality, inclusive education during Ramadan and beyond.
Community engagement, communications, and dissemination
A successful rollout of the Ramadan with Family initiative depends on clear communication with families, students, and school communities. The Ministry and schools are expected to provide accessible information about the policy, the Friday remote-learning plan, and the available supports. This communication should emphasize the goals of the initiative, the practical steps for participating, the options for in-person attendance on Fridays, and the process for accessing the guidance manual and other resources. Transparent, timely, and supportive communication helps build trust and encourages active participation from all stakeholders.
Community engagement also involves collaborating with parents associations, students’ councils, and local organizations to reinforce the values of Ramadan and to support the learning activities. By leveraging community networks, schools can extend the reach and impact of the initiative, ensuring that families feel supported and empowered to engage in home-based learning. This collaborative approach fosters a sense of shared responsibility and collective commitment to educational excellence, family well-being, and Ramadan’s spiritual atmosphere.
The dissemination of information should be designed to be inclusive and accessible, with materials available in multiple languages and formats to accommodate diverse families. Schools may provide printed guides, digital resources, and instructional videos to support families in implementing Friday remote learning. The aim is to ensure that all members of the school community have easy access to the information and tools they need to participate effectively, regardless of their background or circumstances.
In sum, the community engagement and communications strategy underpinning Ramadan with Family is essential to its success. By building awareness, fostering collaboration, and providing practical resources, the initiative can maximize its positive impact on students, families, and communities during Ramadan. The policy’s emphasis on inclusivity, transparency, and partnership reflects the UAE’s values and its commitment to delivering high-quality education that supports learners’ holistic development and spiritual growth during the holy month.
Conclusion
Abu Dhabi public schools will transition to remote learning on Fridays during Ramadan as part of the Ramadan with Family initiative. The program aims to engage students in home-based activities with their families, instill Ramadan’s core values, and develop essential skills in a supportive, family-centered learning environment. The shift to remote Friday learning begins on the first Friday of Ramadan and applies to all students, with explicit exceptions for those scheduled to take Friday exams, which will proceed in person according to their timetables. Parents who prefer in-person attendance can opt for this arrangement, provided they arrange transportation to and from the school, while teaching staff will supervise and maintain the regular schedule for students remaining on the remote track.
Teachers and the broader teaching staff will continue their usual schedules during Ramadan, ensuring continuity of instruction and stability for learners. To support a smooth transition, the Ministry has prepared a detailed guidance manual for students and parents selecting remote Friday learning. This manual offers practical instructions, guidance on effective online learning, and curriculum-based cultural and religious activities designed to foster both educational and moral growth. The initiative reflects the UAE leadership’s vision of cultivating a strong family and community environment during Ramadan, strengthening family bonds, promoting social harmony, and enabling individuals to embrace the month’s spiritually enriching atmosphere. By embedding home-based learning, family engagement, and Ramadan-centered activities within the broader education system, the policy seeks to deliver meaningful, lasting benefits that extend beyond Ramadan into students’ lifelong educational journeys.