Arab Open University Kuwait Leads the Digital Transformation of Higher Education
This interview with Dr. Salah Al Hammadi, University Rector of Arab Open University, Kuwait, explores the profound transformation of higher education in Kuwait as technology, artificial intelligence in education, and digital innovation reshape university teaching models. The discussion highlights how Arab Open University, a non-profit university in Kuwait, has been at the forefront of blended learning in Kuwait, long before online education became a necessity during the pandemic.
Dr. Al Hammadi explains how the digital transformation of education in Kuwait is no longer optional. Technology in higher education, including AI in universities, interactive teaching methods, and customised learning approaches, is now essential to meet both student expectations and labour market-driven education in Kuwait. The interview addresses how online education in Kuwait, combined with face-to-face instruction, enhances problem-solving, abstract thinking, and real-world application, particularly in areas such as financial technology education, Islamic finance education, cybersecurity education, and the wider digital economy education in Kuwait.
The article also provides a comprehensive overview of Arab Open University Kuwait, its history, expansion, and its unique position within an international network of campuses. As an open university in Kuwait offering UK-validated degrees, Arab Open University operates under a partnership with the Open University UK, enabling students to graduate with internationally recognised qualifications. Graduates receive degrees recognised by the Kuwaiti government and the UK, allowing continued education abroad without additional requirements.
Dr. Al Hammadi reflects on how blended learning universities in Kuwait coped during COVID-19, underlining the impact of COVID-19 on higher education in Kuwait and the lasting value of online platforms. He highlights how Arab Open University’s response to COVID-19 demonstrated the effectiveness of early investment in technology, digital infrastructure, and innovative teaching models.
Leadership, governance, and strategic vision are also central themes. Drawing on his international experience, Dr. Al Hammadi outlines a collaborative leadership style focused on empowerment, teamwork, and alignment with Kuwait Vision 2035 education goals. The interview emphasises the role of private universities in Kuwait education system and the importance of preparing graduates for the future of higher education in Kuwait and the national workforce.
Overall, the article positions Arab Open University AOU as a pioneer of education innovation in Kuwait and the wider Gulf region. By integrating artificial intelligence, technology-driven teaching methods in Kuwait universities, micro-credential education, and globally validated curricula, Arab Open University continues to redefine university education in Kuwait and reinforce its mission of accessible, modern, and internationally competitive higher education.
How has Kuwait’s higher education sector evolved with the rise of technology and artificial intelligence?
It is not what it was twenty years ago. With artificial intelligence, technology, and innovation, it is no longer optional. It is no longer an emergency plan or a backup to be used only during a crisis, such as during Coronavirus when everything moved online. It is now a necessity. We must cope and continue upscaling to meet the innovation taking place around the world. In university settings, there is still a need for the lecturer or doctor to teach, but the style is now very different.
Students now require a more customised approach in how they receive knowledge from the university and through teaching methods. It is no longer a one-way model where the lecturer teaches and the student simply absorbs the information. Students today are far more advanced and are more engaged with technology. Artificial intelligence and innovation are present everywhere. Therefore, Kuwait is not only considering but planning and implementing the digital transformation of the education system. This is evident in research and in university practices.
Two weeks ago, the Artificial Intelligence Summit took place under the patronage of the Prime Minister, and the Minister of Higher Education emphasised the need to change teaching styles to be more interactive and technology driven. Teachers themselves must be equipped with the tools required to deliver technology-based teaching effectively. This is both a university requirement and a labour market requirement, as the labour market is no longer interested in traditional teaching methods.
With new and advanced technology, many major companies are looking at more focused modules such as micro-credential courses. A degree is still necessary, but students also need specialised areas such as healthcare management. In finance, for example, everything is now financial technology, including micro-finance. The digital economy involves technology. Therefore, in addition to theoretical study, students must be equipped with what the labour market is currently seeking.
How is Kuwait’s higher education sector adapting to rapidly advancing technology, and what role has blended learning played?
The education system is moving towards technology, but technological advancements occur faster than most planning processes can anticipate. Institutions must therefore move quickly. At Arab Open University, the late Prince Talal conceived the idea of blended learning around twenty years ago. He aimed to bring education to people rather than requiring them to come to the university. At that time, online education would not have been widely approved, as the infrastructure was not yet in place.
Blended learning combines technology with education and accommodates a broad range of students, not only fresh graduates but also those unable to attend university during standard hours, such as employees. To address this, the university operates from 9:00 to 21:00 and has set up modules, a Blackboard system, and recorded lectures. Lecture materials and e-books have been available online since the early stages of Arab Open University.
Today, technology in education is no longer optional. Students must reach a level of understanding beyond memorising books, developing abstract thinking and problem-solving skills. For example, in Islamic finance, students must understand the relevance of Sharia-based principles, even if they are not Muslim or do not work in an Islamic bank. Finance students also need to understand why technology matters and how to manage associated risks, such as cybersecurity, while continuing to embrace technological advancements. Technology moves rapidly, and the education sector must keep pace.
How did Kuwait’s higher education sector cope during the pandemic, and what lessons were learned regarding online and blended learning?
The pandemic was a significant driving force nationally. At that time, Kuwait University was particularly well set up to respond because blended learning and remote education were already part of the model. We had more infrastructure than most other institutions. As a result, we were the first university to resume online teaching once the Minister of Higher Education permitted it. Everything was in place, including cameras and online platforms. Initially, we used a different platform before transitioning to Teams and other software.
The benefits of technology have become very clear. For example, when I examine a PhD student in the United Kingdom, I no longer need to travel; I can conduct the examination from my office using the camera and online tools. Although face-to-face interaction remains culturally valuable, the efficiency and advantages of technology outweigh its limitations.
The pandemic highlighted the value of blended learning and online courses. Some students were initially unprepared for online education due to cultural reasons, such as reluctance to use cameras, but adapting to the technology provides substantial benefits. It allows for more variety in learning and teaching methods. Leading universities worldwide are now using online platforms alongside face-to-face instruction. For students in Kuwait, online education enables access to global knowledge without the need to travel to cities such as New York, Boston, or London.
Importantly, the adoption of technology requires corresponding changes in teaching methods. Traditional approaches are insufficient; assessment, grading, and examination methods must also be adapted to align with technological advancements. This ensures that students are properly supported and prepared for the modern workforce.
Could you provide an overview of Arab Open University, its expansion, and how the Kuwait branch fits within the broader network?
Arab Open University is an expansive institution with nine branches and sixteen campuses. Kuwait was the first branch to open after being approved by the government. The late Sheikh Jaber signed the declaration of the Arab Open University, and the late Sheikh Sabah, as Prime Minister, signed alongside the Minister of Higher Education, Dr Mousaed Al-Haroun. The headquarters were established in Kuwait, and operations began in 2002. Saudi Arabia and Jordan were among the first branches to follow, with Bahrain opening one year later. Plans are in place to expand further, including a recently acquired building in Morocco and potential future expansion beyond Morocco.
The late Prince Talal ibn Abdulaziz envisioned the university to bring education to people who cannot easily access it. Arab Open University programmes are validated by the Open University in the United Kingdom, ensuring a unique and internationally recognised curriculum. While the UK system shares similarities with the US system, Arab Open University incorporates blended learning, which allows students to attend classes less frequently – once a week for two hours, for example while still covering the entire curriculum.
All branches follow the same curriculum and topics, although some branches offer different majors depending on local labour market needs. For instance, Saudi Arabia and Bahrain offer master’s programmes that are not yet available in Kuwait, as these require validation through the Private University Council (PUC) to authenticate degrees. Students graduating from Arab Open University in Kuwait receive two degrees: one recognised by the Kuwaiti government and one from the Open University, allowing them to continue their education in the United Kingdom without additional requirements, such as IELTS.
Given your extensive international experience, particularly in financial restructuring and Islamic finance, what leadership style have you brought to Arab Open University, and what are your objectives for the university’s development?
Leadership at Arab Open University is not a one-person role. It requires empowering assistants, vice-rectors, and other team members to perform their duties independently. One cannot micromanage; instead, it is essential to manage while enabling people to take ownership of their responsibilities. Collaboration and teamwork are central to the university’s approach, and the door is always open for suggestions from employees and students.
Conferences, summits, and professional development activities provide experience and knowledge that are essential for continuous improvement. Effective leadership must consider both student needs and labour market requirements, understanding the challenges in the sector. Empowerment and collaboration with government and private sector entities are crucial to align with Kuwait Vision 2035, ensuring that students are prepared for future careers. Leadership must also anticipate and mitigate risks and challenges to achieve these objectives.
Do you have any final thoughts on Arab Open University’s role and identity in Kuwait’s higher education landscape?
Thank you for the opportunity to highlight Arab Open University’s identity as a non-profit, blended learning institution. Although much of the system is based on the UK model, the university offers a modern and advanced approach to education. One of the major challenges is convincing people that this is not a traditional learning system but a progressive model suited to current needs.
Kuwait is increasingly focusing on artificial intelligence, and Arab Open University aims to align with Kuwait Vision 2035 by preparing graduates who are equipped to contribute effectively to the national workforce.