As World Teachers’ Day highlights the impact of educators globally, a key focus is on how modern teaching methods are redefining the boundaries of the classroom. At Qatar Foundation (QF), a culture of cross-disciplinary collaboration is central to bringing learning to life for students.
Waddah al-Alem, a physics teacher at Qatar Academy for Science and Technology, part of QF’s Pre-University Education (PUE), described collaboration as the foundation of his work. “As a STEM teacher, collaboration is very important; it’s the bridge that connects all the subjects together,” he said. “I collaborate with the Innovation Centre, with maths teachers, my fellow science teachers, and also with the arts, Arabic, and English departments.”
This collaborative spirit extends beyond individual schools, thanks to the integrated environment of Education City. Al-Alem noted that students can access a wide range of facilities and institutions, including Qatar National Library, Hamad Bin Khalifa University, and Carnegie Mellon University in Qatar, creating a campus-wide learning experience.
An Institutional Approach
According to Maryam al-Sulaiti, talent manager at PUE, this approach is not an occasional initiative but an integral part of daily operations at QF. “Collaboration is how we bridge the gap in student skills, and we do this daily,” she explained. “At QF, schools don’t work in isolation. They work together through shared training programmes, joint initiatives, and ongoing professional development.”
Al-Sulaiti added that this system is supported by various programmes and a unified vision that brings all schools together under the overarching mission of Qatar Foundation.
Fostering Professional Growth
A primary driver for this cooperative environment is QF’s Education Development Institute (EDI), which supports the professional growth of educators. The EDI provides regular training opportunities led by experienced teachers from within the QF community or by external experts, helping to enhance teaching practices with the latest pedagogical tools.
Structured time is also allocated for development. For instance, Professional Day is held every Tuesday in International Baccalaureate schools, allowing students to leave early so teachers can attend training sessions and inter-school workshops. Additionally, annual events like the PUE’s Teaching and Learning Forum and the PUE Forum provide platforms for educators across the QF ecosystem to network, celebrate achievements, and share innovative teaching and learning practices.
This systematic approach ensures that collaboration is not just an ideal but a practical reality. “There’s a strong focus on working together and learning from one another,” al-Sulaiti concluded.
