The new initiative combines Apple technology and Microsoft 365 to support more interactive, collaborative and personalised learning at the Diriyah campus.

As schools across Saudi Arabia prepare for the 2026–27 academic year, King’s College Riyadh is introducing a new Digital Learning Ecosystem designed to bring technology more meaningfully into the classroom.

Initially being rolled out to students in Years 5 to 8 at the school’s Diriyah campus, the initiative aims to support teachers with digital tools while giving students more opportunities to collaborate, communicate, create and take greater ownership of their learning.

Putting technology in the hands of teachers

As part of the initiative, every teacher has been equipped with both a MacBook and an iPad, allowing them to move more freely around the classroom and provide students with real-time, personalised feedback.

Students will also have access to school-owned iPads throughout the school day, enabling more interactive lessons across different subjects.

The ecosystem brings together Apple technology and Microsoft 365 within a consistent digital learning environment. Rather than positioning technology as a replacement for traditional teaching, the school says it will be used where it can add meaningful educational value.

The aim is to create classrooms where students can actively participate in lessons, exchange ideas, collaborate on work and receive immediate feedback, while teachers continue to lead the learning experience.

Building skills beyond the classroom

The initiative is designed to support the development of skills including creativity, communication, collaboration, critical thinking and digital literacy.

For King’s College Riyadh, the move is also part of Cognita’s wider digital learning strategy, intended to create a more consistent and future-focused approach to technology across its schools.

Jacqueline Doran, Principal at King’s College Riyadh, said the initiative is intended to strengthen rather than replace the role of teachers.

“Technology should never replace excellent teaching, it should enhance it.”

She added that combining digital innovation with the school’s British education approach would help students develop the knowledge, skills and confidence needed to succeed both in school and beyond.

The initiative also aligns with the ambitions of Saudi Vision 2030, particularly its focus on developing the digital skills, critical thinking and knowledge needed for a growing, knowledge-based economy.

For students returning to King’s College Riyadh this academic year, the technology will therefore become another tool within the classroom, supporting a learning model that continues to put teachers and students at its centre.