We interview a primary school principal in an international school in Singapore on how AI and technology are impacting teaching priorities.
With the gradual assimilation of AI into educational curriculums, schools in the region are moving beyond simply placing devices in classrooms, and are instead focused on cultivating genuine digital fluency among students.
This shift demands that schools balance innovation with safety, ethics, and long-term sustainability. To achieve this, educators need to bridge the gap between long-standing pedagogical models and a future shaped by automation, AI, and constant change. Robust cybersecurity, age-appropriate AI tools, and clear expectations around digital citizenship are becoming essential foundations rather than optional enhancements.
At the same time, teachers are being asked to help students question information, apply ideas across contexts, and make sound decisions in an environment where machine-generated answers are only a few clicks away, according to Maria Sweeney, Early and Primary Years Principal, XCL World Academy in Singapore. DigiconAsia.net interviewed her to find more about educational technology (EdTech)at primary school level in Singapore, but with an international perspective.
DigiconAsia: As careers become less predictable and more tech-driven, how should the fundamental role of a teacher shift at the primary level to build critical thinking, decision-making, and academic independence?
Maria Sweeney (MS): Today, the shift is less about delivering information and more about shaping the critical thinking ability of students. This means teaching them to question sources, apply ideas across different contexts, and use technology responsibly and ethically.
As the world continues to evolve, teachers must intentionally design learning that builds confidence, ethical judgment, and adaptability from a young age, so that students can grow into confident decision-makers rather than passive recipients of information. This is especially critical in primary education, where information is abundant and instantly accessible — often machine-generated. Students must learn to navigate, evaluate, and apply it thoughtfully, or risk becoming passive consumers rather than active thinkers who question, verify, and decide when to rely on technology versus human judgment.
When young learners are guided to ask questions, manage projects, reflect on feedback, and use digital tools with intention and supervision, they develop judgment and self-regulation rather than dependence on step-by-step instruction. By secondary school, where demands and digital complexity increase, these early foundations enable confident engagement and resilience.
DigiconAsia: You have noted that skills such as critical thinking and digital literacy are now built through everyday inquiry rather than separate subjects: how is AI specifically being integrated into these daily student-teacher interactions?
MS: AI is not treated as a standalone subject, but as a tool that supports inquiry already taking place in the classroom. In elementary classrooms, it is a guided learning tool that is carefully scaffolded and always mediated by a teacher. It is not positioned as an expert with the “right answer”, but as a helper that students learn to question.
For example, during a unit on habitats, students could ask an age-appropriate AI tool to explain how animals adapt to extreme weather. The teacher then leads the class in examining the responses —whether they make sense, what details may be missing, and how the information can be verified through trusted sources. In doing so, students learn that AI gives suggestions, not guarantees.
In writing lessons, AI could be used to generate a sample introduction or brainstorm ideas, but students compare it to their own work and refine their voice rather than replicate the output. This helps to build authorship and discernment rather than dependency. Across subjects, teachers explicitly model safe and responsible use, guiding students to craft clear prompts, identify inaccuracies, and understand that AI supports thinking but does not replace human judgment.
DigiconAsia: With the rise of modern communication technology, what are the most effective ways schools are now bridging the gap between students, parents, and teachers to ensure a unified support system?
MS: The most effective approach is to use modern communication channels intentionally, to create a shared understanding between school and home.
When educators and parents use a common language around technology, expectations, and digital responsibility, students experience far greater consistency in guidance.
When school and home are aligned, students get a far more consistent and supportive experience.
DigiconAsia: What are the primary infrastructure, training, and budgeting priorities and challenges schools in Singapore face when trying to equip themselves with the technologies necessary to simulate a future workplace environment?
MS: In Singapore, the greatest challenge is not acquiring hardware, but building genuine capability. While many schools can acquire devices and platforms, creating a future-ready environment requires reliable infrastructure and clear policies around safety and ethical use. These foundational systems must be stable and sustainable before innovation can meaningfully occur.
However, the real shift lies in professional learning. Schools need to invest in sustained, high-quality training that moves beyond tool familiarity towards purposeful integration.
Educators need the knowledge and confidence to embed technology within inquiry, assess digital products meaningfully, and model responsible, discerning use for students. Without this depth of professional development, technology remains a layer of novelty rather than a catalyst for transformation.
These priorities are also reflected in how schools allocate their technology budgets. Increasingly, schools in Singapore are prioritizing secure digital infrastructure, investing in stronger cloud capabilities, age-appropriate AI tools, and platforms that integrate seamlessly into existing curricula.
At the same time, there is growing recognition that technology spending must extend beyond devices and software — professional learning for teachers and explicit instruction in responsible use for students are parallel priorities.
The trend is no longer simply about expanding access to technology, but about building the human capacity to use it well.
DigiconAsia thanks Maria Sweeny for sharing her valuable professional insights with our readers.
