Leveraging AI to Localize Sustainability Content in Qatar’s K–12 Curriculum (Aligned With SDG 4.7)

Abstract

This thesis explores how parents in Qatar perceive the use of generative artificial intelligence (AI) to localize sustainability education content aligned with Sustainable Development Goal (SDG) 4.7 in the K–12 curriculum. Education for Sustainable Development (ESD) aims to equip learners with the knowledge, skills, and values needed for sustainable futures. However, global sustainability frameworks do not automatically become meaningful within local contexts. In Qatar’s multilingual and multicultural education system, shaped by Islamic values, national identity, and Qatar National Vision 2030, localizing sustainability education requires careful cultural and ethical alignment. At the same time, generative AI tools offer new possibilities for adapting and contextualizing educational materials. Whether such tools can responsibly support values-based curriculum localization remains an open question, particularly from the perspective of parents. Using an explanatory sequential mixed-methods design, this study combines survey data from 38 parents with follow-up semi-structured interviews with seven participants. Findings show that while most parents are familiar with AI technologies, many have limited familiarity with formal ESD or SDG 4.7 frameworks. Despite this, parents generally expressed cautious openness toward AI as a support tool, especially for enhancing understanding and adapting global sustainability concepts into locally relevant examples. However, they were hesitant about AI independently shaping curriculum standards or replacing professional judgment. Parental acceptance emerged as conditional. Concerns about accuracy, bias, data privacy, and potential cultural or religious misalignment were prominent. Participants emphasized the importance of human oversight, teacher preparation, and culturally informed review to ensure alignment with Islamic ethical principles and Qatari societal priorities. Ultimately, this study argues that AI can support sustainability education only when embedded within culturally responsive and ethically grounded frameworks, where innovation is guided by community trust and educational purpose rather than technological capability alone.

Date of Award	2026
Original language	American English
Awarding Institution	HBKU College of Humanities and Social Science