Accumulated learning loss
Public-school students have lost about 765 actual learning days since 2016, and teaching days in 2022–2023 did not exceed about 110 compared with 165 before the crisis.
Ready to implement 2026–2027 Human development
The Productive Teacher
Empowering public-school teachers to use AI and pass their expertise on to colleagues
One teacher trains... and a whole school benefits
The idea in one sentence
We train public-school teachers to use AI tools for lesson preparation, remedial teaching and assessment, then each teacher trains three colleagues, multiplying the impact at low cost.
The problem
Students out of school
Successive crises left about 700,000 students out of school according to the 2022–2023 Lebanon Crisis Response Plan.
An exhausted teacher
Teachers work with limited resources and heavy workloads and need tools that save time and help them recover lost learning.
Sources: Lebanese Center for Policy Studies (2024); UNICEF, Lebanon Crisis Response Plan 2022–2023
Target groups
- Public-school teachers in cycles 2 and 3 and subject coordinators.
- Their colleagues in the same schools through the multiplication model.
- Students, indirectly, through improved teaching.
Methodology
Phase 1 — Intensive training
30 hours from Al-Inmaa Center's AI bag: preparation tools, activity design, remedial teaching, assessment, ethics of use, and working with weak internet.
Phase 2 — Classroom application
Each teacher applies at least 3 lessons and documents them (plan, tools and impact on students) in an open lesson bank.
Phase 3 — Multiplication
Each teacher trains 3 colleagues with support from the trainer-preparation programme, with a digital community of practice for sharing lessons and experience.
Success factors
Ready content
Al-Inmaa Center's AI and trainer-preparation bags.
Academic accreditation
Hours are counted through the academic partner, motivating teachers to take part.
A multiplication model
Training colleagues lowers cost and ensures continuity inside the school.
Targets and impact indicators
- 50Teachers trained
- 10Participating public schools
- 150Colleagues trained through multiplication
- about 1,500Students reached
- 150Documented lessons in the lesson bank
- 70%Teachers using the tools after 3 months
Year-one indicators, subject to adjustment.
Challenges and how we address them
| Weak electricity and internet in schools | Tools that work on a phone and content that can be pre-downloaded for offline work. |
|---|---|
| Teacher fatigue and low salaries | An accredited certificate, tools that save time rather than add burden, and flexible schedules. |
| Administrative approvals | Prior coordination with the Ministry of Education, education districts and school administrations. |
Lessons the project is built on
- Technology succeeds in school when it saves a teacher's time, and fails when it adds to their burden.
- A teacher learns more from a colleague than from an outside trainer, so we made multiplication part of the design.
- Our advice: start with a daily problem the teacher lives with, like lesson preparation, before talking about digital transformation.
Why it deserves to be showcased
A multiplication model
Every teacher becomes a trainer, so impact multiplies without multiplying cost.
Transferable
It suits any education system affected by crises, wars or limited resources.
A new solution
It connects AI to the reality of resource-limited schools, not model schools.
Sustainable Development Goals
- 44.c Quality EducationGoal 4: Quality Education
Increase the supply of qualified teachers
- 99.c Industry, Innovation and InfrastructureGoal 9: Industry, Innovation and Infrastructure
Increase access to information and communications technology and the Internet
- 1717.17 Partnerships for the GoalsGoal 17: Partnerships for the Goals
Encourage effective public, civil society and private partnerships
Goal 4 (targets 4.1 and 4.c) for quality education and qualified teachers; Goal 9 for technology tools; Goal 17 for partnership with schools and the university.
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