Abu Dhabi’s public schools will shift to remote learning on Fridays during the holy month of Ramadan, a move designed to deepen family engagement and weave the spirit of Ramadan into daily learning. Under the Ramadan with Family initiative, students will have the option to participate in activities at home with their families, fostering a supportive home environment that reinforces the month’s values while targeting key educational skills. The plan, which starts on the first Friday of Ramadan, is applicable to all students except those who have exams scheduled on Fridays. For families who prefer in-person learning on Fridays, school attendance remains possible, provided transportation is arranged. Teachers and staff will maintain their regular schedules to ensure continuity of education, and the Ministry has issued a detailed guidance manual to help students and parents navigate this transition smoothly. The broader aim is to reflect and reinforce the UAE’s leadership vision of a strong, engaged family and community sphere during Ramadan, promoting social harmony and allowing individuals to fully embrace the period’s spiritual and moral dimensions.
Overview of the Ramadan with Family initiative
The Ramadan with Family initiative represents a structured shift in how Fridays during the holy month are approached within Abu Dhabi’s public school system. The core concept is straightforward: Fridays during Ramadan will move to remote learning for students, fostering a family-centered learning environment that aligns with the spiritual and cultural ethos of the month. This shift is designed to keep students connected to their education while also allowing more time for family engagement, reflection, and activities that embody the values of Ramadan. The initiative is anchored in a broader national emphasis on balancing academic responsibilities with the social and moral development of students during a period that emphasizes family unity, generosity, and community service.
Key elements of the program include its universal scope—covering all students across public schools in Abu Dhabi—and its careful exceptions for those with Friday exams. The in-person examination option remains available for students who have scheduled assessments on Fridays, ensuring that essential academic requirements are not compromised. The policy also respects family autonomy by permitting parents to decide that their child attends school on Fridays if they are able to arrange transportation and wish to maintain a traditional classroom experience. In this way, the initiative recognizes diverse family circumstances and strives to accommodate both remote and in-person preferences without disrupting core instructional continuity.
The implementation approach emphasizes a smooth transition that preserves instructional integrity while introducing opportunities for at-home learning that are in harmony with Ramadan’s values. The plan is designed not merely as a scheduling change but as a thoughtful reorientation of Fridays to emphasize family involvement, cultural literacy, and moral development alongside academic progress. In line with this, the Ministry has produced a comprehensive guide to equip students and parents with the tools they need to maximize the benefits of remote Friday learning, ensuring that learning remains purposeful, engaging, and aligned with the educational standards in place for the year.
The overarching goal of this initiative is to reinforce a vision of education that is deeply connected to family life and community spirit. By incorporating Ramadan’s core themes into everyday study and activities, the program seeks to cultivate an environment where learning extends beyond the classroom, where families participate actively in educational growth, and where the economy of care and shared experience strengthens societal harmony during the holy month. This holistic approach reflects a forward-looking understanding of how religious observance and public education can reinforce each other in a respectful, inclusive, and academically robust manner.
Benefits for students and family engagement
The shift to remote Fridays during Ramadan is designed to yield tangible benefits for students by embedding family involvement within the fabric of daily learning. At its heart, the initiative invites students to participate in learning activities at home alongside their families, creating a supportive and spiritually resonant environment that mirrors the communal spirit of Ramadan. This arrangement emphasizes that education is not confined to the classroom, but is a shared enterprise that fosters meaningful connections between students, their siblings, parents, and extended family members. The home setting can enhance motivation, deepen comprehension, and foster a sense of responsibility and purpose as students apply academic concepts to real-life contexts.
One of the principal expected advantages is the strengthening of family bonds through collaborative learning experiences. When families engage in curriculum-based cultural and religious activities designed to accompany the online schedule, they can model the values associated with Ramadan—compassion, generosity, patience, and gratitude—while reinforcing academic content. The guidance manual accompanying the initiative outlines practical activities and structured tasks that align with curriculum goals, enabling families to weave religious literacy and cultural awareness into their educational routines without sacrificing learning outcomes. The result is a holistic educational experience that supports character development alongside subject mastery.
From a skills perspective, the Friday remote sessions are anticipated to enhance students’ self-discipline, time management, and digital literacy. By navigating online platforms and coordinating learning tasks with family members, students practice important competencies that serve them well beyond Ramadan. The initiative also provides an opportunity to personalize learning experiences: families can adapt activities to meet individual student needs, interests, and learning styles, within the framework of the approved curriculum. In doing so, students may experience increased engagement and more meaningful connections to the material they study, all while honoring the spiritual dimension of Ramadan.
Curriculum alignment is a key feature of the program. The manual includes curriculum-based cultural and religious activities explicitly designed to foster both educational growth and moral development. This ensures that the remote Friday experience is not a mere delay or a substitute for classroom instruction, but a purposeful extension of the learning process that reinforces essential knowledge and skills in ways that are contextually relevant to Ramadan’s themes. By tying at-home activities to the standard curriculum, the initiative preserves academic rigor while enriching the student experience with culturally and spiritually meaningful content.
The policy also offers a flexible option for parents who prefer alternative arrangements. If families wish for their child to attend school on Fridays, they can do so, provided they are able to manage the transportation requirements. This flexibility recognizes the realities of commuting and logistics for families and underscores the program’s commitment to accommodating varied circumstances. For students who remain at home, teachers will still supervise and ensure continuity of instruction, maintaining a consistent level of academic support and oversight throughout Ramadan.
The broader impact on the school ecosystem is intended to be positive and cohesive. By fostering family involvement and community-minded learning, the initiative aims to contribute to social harmony and a sense of shared purpose during Ramadan. This approach aligns with the broader objectives of UAE leadership to cultivate an inspiring family and community environment during the holy month, encouraging acts of service, mutual respect, and spiritual reflection in a way that complements formal schooling. In this way, the Ramadan with Family program seeks to create a synchronized educational experience where classroom learning and home-based activities reinforce each other in a meaningful, values-driven context.
Exam exceptions, attendance options, and scheduling details
A central feature of the Ramadan with Family initiative is its clearly defined framework for exams and attendance on Fridays. The Ministry has set out that the remote learning arrangement will apply to all students on the first Friday of Ramadan and for all subsequent Fridays during the month, with two important caveats: first, students who have exams scheduled on Fridays will continue to take those exams in person, in accordance with their approved timetables. This ensures that essential assessment requirements are preserved and that exam integrity and administration remain consistent with established schedules. The explicit allowance for in-person exams also preserves the continuity and fairness of the assessment process during Ramadan.
Second, for families that prefer their child to attend school on Fridays, attendance remains an option. The condition is that transportation to and from school must be arranged by the family. In this scenario, the teaching staff will supervise the students who attend in person and will ensure that the otherwise regular school schedule is maintained. This arrangement provides flexibility to accommodate diverse family needs while preserving the structure and expectations of the school week. By keeping the option open for both remote and in-person Friday attendance, the initiative acknowledges and respects differing circumstances, reinforcing a student-centered approach that prioritizes continuity and accessibility.
For students who are learning remotely on Fridays, the Ministry has emphasized that the shift is not a relaxation of educational standards. Instead, it represents a structured, purpose-driven model for continuing instruction in a home setting. The guidance manual is designed to help both students and parents maximize the educational value of the day, offering practical steps, recommended activities, and a framework for aligning remote Friday learning with the broader curriculum. The manual’s emphasis on cultural and religious activities within a curriculum context ensures that the day remains anchored in learning objectives while embracing Ramadan’s spiritual dimensions.
In addition to the exam and attendance guidelines, the initiative implicitly calls on schools to ensure that remote Friday learning is accessible, well-supported, and sufficiently structured. This includes coordinating with families to enable a smooth transition, providing clear expectations for students’ daily tasks, and facilitating ongoing communication between home and school. The goal is to maintain a high standard of educational quality and equity, regardless of whether students participate remotely or in person on Fridays, throughout the holy month.
The mechanism by which remote Friday learning is implemented is designed to be practical and transparent. The Ministry’s guidance manual serves as a primary resource for parents and students, detailing how to set up and engage with online learning on Fridays, what types of activities are appropriate, and how to integrate Ramadan-specific content with the standard curriculum. By presenting this information in a clear, actionable format, the Ministry aims to reduce confusion, minimize disruption, and empower families to participate actively in their child’s education during Ramadan.
Roles of teachers and school staff during Ramadan
While the initiative centers on students and families, the involvement of teachers and school staff remains integral to its success. The policy states that teachers and the broader teaching staff will continue to follow their usual schedules during Ramadan. This commitment to maintaining established timetables underscores the importance of consistency and continuity in instruction, ensuring that students receive regular guidance, feedback, and assessment opportunities regardless of whether they are learning remotely or in the classroom on Fridays.
The teachers’ role during Ramadan extends beyond merely delivering instruction. They serve as supervisors and facilitators for remote learning days, supporting students who are learning from home by providing timely feedback, clarifying instructions, and monitoring progress in alignment with the curriculum. In addition, teachers will help coordinate with families to ensure that remote learning activities are completed effectively and that students remain engaged with the material. This approach emphasizes ongoing teacher-student contact and accountability, which are essential for maintaining high educational standards during a period of shift in modality.
To support this continuity, educators may be called upon to adapt certain instructional strategies to the online environment or to accommodate the unique rhythms of Ramadan. While the core schedules remain unchanged, schools may implement supplementary supports, such as online office hours, structured check-ins, or asynchronous assignments to complement live sessions. These measures are designed to preserve instructional quality and ensure that every student has access to the resources and guidance needed to succeed during Ramadan, whether learning remotely or in person.
In addition to ongoing teaching duties, the program highlights the importance of clear communication channels between schools, teachers, students, and families. Proactive communication about expectations, deadlines, and available resources fosters a collaborative approach that can alleviate potential stress associated with switching to remote Friday learning. By maintaining transparent dialogue, teachers and school staff contribute to a positive educational experience for students and peace of mind for families during Ramadan.
The ministry’s emphasis on teacher adherence to routine schedules also helps preserve a sense of normalcy for students who benefit from predictable routines. This stability can be especially important during Ramadan, a period that can bring changes in sleep patterns, routines, and daily responsibilities. By keeping schools on track with their usual schedules, the initiative supports students’ learning momentum and helps minimize disruption to their academic progress.
Ministry support and guidance for the transition to remote Fridays
A cornerstone of the Ramadan with Family initiative is the ministry’s provision of comprehensive support and guidance to facilitate a seamless transition to remote Friday learning. The Ministry has prepared a detailed guidance manual specifically designed for students and parents who choose to adopt remote learning on Fridays. This resource is intended to ease the transition by offering practical, easy-to-follow instructions and recommendations that families can implement within their home environments. The manual is crafted to be actionable and user-friendly, ensuring that even families with limited prior experience of online learning can participate effectively.
The guidance manual covers a range of topics intended to optimize Friday learning. It includes clear instructions on how students can make the most of Fridays during Ramadan, aligning the day’s activities with the values of the month. The content is designed to balance spiritual and secular learning, integrating curriculum-based cultural and religious activities that contribute to both educational achievement and moral development. The manual’s guidance is structured to support families in planning, organizing, and delivering engaging learning experiences that are consistent with the school’s educational standards.
Crucially, the manual also helps to bridge home and school by outlining expectations for student engagement, timelines for assignments, and recommended practices for effective online learning. It offers a framework for communicating with teachers, tracking progress, and seeking assistance when needed. By providing these practical resources, the Ministry aims to reduce ambiguity and enhance confidence among students and parents as they navigate remote Friday learning during Ramadan.
Beyond practical instruction, the guidance manual articulates the broader pedagogical rationale behind the initiative. It emphasizes how Friday remote learning can foster a sense of continuity in education while supporting the spiritual, cultural, and social goals of Ramadan. The manual positions remote Fridays as a deliberate opportunity to reinforce core competencies, nurture reflective thinking, and cultivate a learning environment where family involvement is seen as a meaningful driver of student development. In doing so, it aligns the educational enterprise with the values associated with Ramadan and the UAE’s broader leadership vision.
The ministry’s support also reflects a commitment to equity and access. By providing structured guidance and clear expectations, the Ministry seeks to ensure that all students—regardless of their home circumstances—can engage with high-quality educational experiences on Fridays during Ramadan. The policy recognizes that some families may require additional assistance, technology access, or scheduling accommodations, and the guidance framework is designed to help schools address these needs sensitively and effectively.
In summary, the Ministry’s guidance manual and accompanying resources are central to implementing a successful remote Friday program during Ramadan. They serve as a practical roadmap for families and students, offering concrete steps, cultural and religious activity ideas, and alignment with the curriculum. The manual also solidifies the program’s educational objectives, ensuring that remote Fridays contribute to ongoing academic progress, personal growth, and a shared sense of community and spiritual enrichment during the holy month.
Alignment with UAE leadership vision and community impact
The Ramadan with Family initiative is presented as a reflection of the UAE’s leadership’s broader vision to cultivate an inspiring family and community environment during Ramadan. By encouraging families to participate in their children’s education and by fostering a spiritually rich atmosphere that aligns with Ramadan’s values, the program seeks to strengthen family bonds, promote social harmony, and enable individuals to fully embrace the sacred and reflective atmosphere of the month. This alignment with national leadership goals underscores the government’s commitment to holistic development—combining academic excellence with ethical, cultural, and religious literacy.
The initiative also emphasizes social cohesion and mutual support within communities. By integrating family-centered learning and culturally relevant activities into the school week, the program aims to create an educational ecosystem where students, families, and educators collaborate in ways that reinforce shared values of respect, generosity, and empathy. This collaborative approach is viewed as a means to enhance intergenerational understanding, encourage community involvement, and strengthen the social fabric during Ramadan, which is a time for heightened communal solidarity and spiritual reflection.
Additionally, the program aligns with the broader educational objectives of the UAE, which include promoting resilience, adaptability, and lifelong learning. Remote Friday learning during Ramadan provides an environment in which students can develop independent learning skills, digital literacies, and the capacity to apply classroom concepts in home-based contexts. By weaving these competencies into Ramadan-centered activities, the initiative aspires to prepare students for a dynamic and interconnected future, while preserving the month’s moral and spiritual dimensions.
The leadership vision behind this policy reflects an emphasis on balancing tradition with innovation. It recognizes Ramadan’s significance in the national calendar and seeks to integrate it into formal schooling in a respectful, purposeful manner. The approach demonstrates a willingness to experiment with flexible instructional modalities while maintaining accountability and educational quality. In this sense, the Ramadan with Family initiative is cast as a forward-looking strategy that respects cultural heritage while embracing modern pedagogical practices, with the aim of producing well-rounded, civically engaged, and spiritually grounded learners.
Practical considerations, challenges, and opportunities
Implementing remote Friday learning during Ramadan involves addressing a range of practical considerations. One critical area is ensuring access to the necessary technology and connectivity to support reliable online learning. Schools and families may need to coordinate to ensure students have the devices, bandwidth, and digital skills required to participate in remote sessions, complete assignments, and engage with teachers effectively. The guidance manual is designed to provide actionable steps to help families prepare their home learning environments and to leverage available school resources to maximize the quality of the learning experience.
Another key consideration is maintaining equity and inclusivity. The program must cater to students with varying home circumstances, including those who may face challenges with space, quiet study environments, or family schedules. The guidance framework emphasizes flexible, structured learning opportunities that can be adapted to individual needs while maintaining alignment with the curriculum. Schools may need to implement targeted supports, such as asynchronous activities, flexible deadlines, and additional teacher contacts, to ensure all students can participate meaningfully.
Time-management and well-being are also important aspects of the shift. Ramadan can affect students’ sleep patterns, energy levels, and daily routines. The program acknowledges these realities by emphasizing that remote Fridays should be purposeful and balanced, combining educational tasks with reflection and appropriate rest. Teachers, parents, and students may collaborate to design daily rhythms that optimize focus, engagement, and spiritual observance, ensuring that learning remains achievable and enjoyable throughout the holy month.
From an instructional perspective, the move to remote Fridays presents opportunities to leverage digital tools for enhanced learning experiences. For example, online platforms can facilitate collaborative projects, interactive activities, and timely feedback, enabling students to stay connected with teachers and peers even when physically apart. The manual’s guidance on curriculum-aligned cultural and religious activities can be implemented through virtual explorations, discussions, and multimedia resources that deepen understanding while honoring Ramadan’s significance.
Logistically, schools must coordinate with families regarding exam scheduling, attendance tracking, and the management of in-person versus remote days. Clear communication, consistent record-keeping, and transparent expectations are essential to avoid confusion and ensure smooth operations. The policy’s flexibility—allowing in-person attendance on Fridays with transport arrangements, alongside remote learning—requires careful scheduling and coordination to minimize disruptions to the broader academic program.
Overall, the Ramadan with Family initiative presents a set of thoughtful benefits, designed to strengthen family involvement, support spiritual development, and maintain educational continuity during Ramadan. While challenges exist, the accompanying guidance manual and ministry support aim to provide a robust framework for addressing issues as they arise, ensuring that the transition enhances learning outcomes and reinforces the values that Ramadan embodies.
Conclusion
The Ramadan with Family initiative in Abu Dhabi’s public schools represents a deliberate effort to blend academic rigor with the spiritual and communal dimensions of Ramadan. By shifting Fridays to remote learning during the holy month, the program aims to foster deeper family engagement, reinforce core Ramadan values, and support the development of essential skills in a home-based learning context. The policy preserves essential exceptions for Friday examinations and maintains the option for in-person attendance where families choose to transport students to school. The Ministry’s comprehensive guidance manual for students and parents provides practical, curriculum-aligned activities and clear instructions to facilitate a seamless transition, while ensuring that learning remains robust and equitable. In aligning with the UAE leadership’s vision to cultivate a strong family and community environment during Ramadan, the initiative seeks to create a balanced, thoughtful educational experience that respects tradition, embraces innovation, and supports students’ academic, moral, and spiritual growth throughout the holy month.