Two groundbreaking teacher-led studies supported by the British Council’s Action Research Grants Programme are setting a new benchmark for how schools in Egypt and globally, can integrate digital behaviour, artificial intelligence (AI), and emotional wellbeing into modern teaching. Conducted at Ramses College for Girls in Cairo and Salahaldin International School in Alexandria, the projects show how responsible digital practice, well-structured AI adoption, and SEL can enhance student engagement, wellbeing, and academic outcomes.
* At Ramses College for Girls, high school principal Hala Tewfik led a whole-school initiative addressing one of the most urgent questions educators face worldwide: How can schools turn pervasive digital habits into meaningful learning experiences instead of distractions?
* The project introduced a school-wide digital policy, psychologist-led workshops on cognitive health and teacher development on AI-supported lesson design. The initiative aligned classroom practice with the digital realities students experience daily.
* ‘Students today don’t disconnect from digital life when they walk into school and neither should our teaching methods. Our goal was to guide students to use social media and AI responsibly, ethically, and in ways that support their learning,’ said Hala Tewfik.
* Results showed immediate transformation. Students demonstrated a deeper understanding of how social media influences focus and memory, with 80% recognising its educational value. Teachers significantly strengthened online communication and digital awareness, with the majority expressing confidence in integrating AI tools into their teaching. The entire school community collaborated to build a unified, ethical digital policy, embedding responsible technology use at every level.
* In Alexandria, academic lead Mustafa Atas explored how Social and Emotional Learning (SEL) influences student performance and classroom climate. The findings were compelling: over 70% of students reported improved academic performance and confidence. Participation rose by 25%, while behavioural conflicts dropped by 30%, underscoring SEL’s powerful role in creating positive, motivated learning environments.
Ammar Ahmed, Exams Director, British Council Egypt, said: ‘These studies show that emotional development and digital literacy are not competing priorities, together, they help build confident, balanced learners. When teachers are equipped with the right tools, evidence and leadership support, the impact extends far beyond individual classrooms.’
Part of global education movement
The Egypt projects are among 12 teacher-led studies funded through the British Council’s Action Research Grants Programme, now in its second edition. The 2025 cycle spans countries including Pakistan, Zimbabwe, Nigeria, and Egypt, exploring solutions to shared global education challenges, AI integration, digital wellbeing, gender inclusion, and teacher development.
The full set of findings will be presented during the global online event Action Research Now! on 11–12 December 2025, offering practical insights for education systems worldwide.
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About the British CoEgyptian Schools Pioneer Ethical AI and Social Media Integration to Strengthen Student Focus, Wellbeing and Engagement
Key findings
* 100% of students increased awareness of how social media affects focus, memory and wellbeing; 90% reported learning useful academic content through social platforms.
* 100% of teachers improved digital communication skills and 90% plan to integrate AI tools into lesson planning after structured training.
* Social and Emotional Learning (SEL) practices boosted participation by 25%, reduced classroom conflict by 30% and strengthened overall student motivation and academic performance.
