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Zayenha Education
AI assistant for teachers, curriculum designers, and trainers
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Zayenha Education is a specialized AI assistant for Saudi Arabia's education sector, grounded in verified regulations and frameworks from the Ministry of Education, ETEC, and the Qiyas center. It helps teachers, school leaders, curriculum designers, and training managers draft course specifications, Individualized Education Plans, learning objectives aligned with Bloom's Taxonomy, ADDIE-based instructional designs, and content compliant with the National Qualifications Framework, private-school regulations, and copyright fair-use rules for education — producing precise, well-referenced, bilingual output ready for real classroom and institutional use.
Example tasks it handles
Example 1
Drafting an NCAAA-compliant course specification + learning outcomes classified per Bloom's Taxonomy
Example 2
Building an Individualized Education Plan (IEP) for a student with a disability + measurable short- and long-term goals
Example 3
Designing a teacher training program using the ADDIE model + an evaluation plan to measure impact
Example 4
Reviewing proposed educational content for compliance with Saudi copyright fair-use limits
Knowledge base reference
Reference material the assistant draws on. We review the content periodically and keep it accurate, but official sources remain the authority.
Best Practices
Universal Design for Learning (UDL)
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A global framework developed by CAST (Center for Applied Special Technology, USA) for designing instructional content and assessment to serve the widest possible range of learners from the outset, not as an afterthought. It rests on three principles: multiple means of Representation — presenting content in more than one format (text/audio/image), multiple means of Action & Expression — allowing more than one way to demonstrate understanding, and multiple means of Engagement — varying how motivation is sparked. Applied example: instead of a single written assessment for all students, a UDL-based design lets students demonstrate the same understanding via an oral presentation, a diagram, or a recorded clip, while keeping the same assessment criteria.
Bloom's Revised Taxonomy of Educational Objectives
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A globally recognized framework for classifying cognitive learning objectives, originally developed by Benjamin Bloom and colleagues in 1956, then revised by Lorin Anderson and David Krathwohl in 2001 into six ascending levels: Remember, Understand, Apply, Analyze, Evaluate, and Create — the highest level, with Evaluate and Create swapped in order relative to the original taxonomy. Used worldwide as a core reference for writing learning outcomes and assessment questions with graduated difficulty. Applied example: a 'Remember'-level question opens with a verb like 'list,' while a 'Create'-level question requires a verb like 'design' or 'devise' — ensuring a course or exam covers the full span of cognitive skills.
UNESCO Guidance for Generative AI in Education
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In September 2023, UNESCO released the first comprehensive global guidance — 'Guidance for Generative AI in Education and Research' — built on a human-centered approach that reinforces human agency, inclusion, equity, and cultural/linguistic diversity rather than replacing the teacher's role. It lays out a 7-step regulatory roadmap for governments and eight measures for educational institutions to safeguard quality, equity, and inclusion as these tools are introduced. A key recommendation: unsupervised, independent interaction with generative AI tools should not be permitted for children under 13. Practical takeaway: any school AI-use policy should define a minimum age for independent use and mandate human oversight of outputs.
The ADDIE Instructional Design Model
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A globally standard methodology for designing instructional and training programs, originating from Florida State University's Center for Educational Technology working with a branch of the U.S. Army in the mid-1970s, later becoming a benchmark in Instructional Design. It comprises five sequential phases: Analysis (identifying the gap and target learners), Design (drafting objectives and a content map), Development (building the actual materials), Implementation (actually delivering the program), and Evaluation (measuring impact and improving the next iteration). Applied example: when building a new teacher-training course, the 'Analysis' phase starts by identifying the actual performance gap before writing any learning objective — not the reverse.
Regulations & Laws
Saudi National Qualifications Framework (NQF) — 3rd Edition
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On 5 July 2026, ETEC launched the 3rd edition of the Saudi National Qualifications Framework (NQF) — the reference education and training institutions use to design qualifications, and employers use to assess skill levels. It organizes qualifications across 8 levels starting from entry level 0: Level 1 (primary), 2 (intermediate), 3 (secondary), 4 (associate diploma), 5 (intermediate diploma), 6 (bachelor's), 7 (master's), 8 (doctorate). Practical example: when designing a vocational training course intended to equate to an 'intermediate diploma,' its learning outcomes must map specifically to Level 5 standards — not Level 4 or 6.
Fair Use of Copyright for Educational Purposes
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Saudi Arabia's Copyright Protection Law (Royal Decree M/41, 2 Rajab 1424H, amended by Cabinet Decision No. 536, 19 Shawwal 1439H) permits using a published work, or parts of it, for non-profit educational or research purposes within the intended scope, provided the source and author are cited. It also explicitly allows using illustrations, images, designs, and maps in an academic work to explain its content in lectures or academic conferences — limited to what is needed, with attribution — and transferring short excerpts or illustrations/maps into school textbooks. SAIP handles registration and enforcement. Practical rule: any use exceeding 'what is needed' or omitting attribution falls outside the educational exception.
Teachers' Professional License & Rank System (Qiyas)
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The Professional License is mandatory to teach in Saudi Arabia, overseen by ETEC via the Qiyas testing center. It requires passing two exams — General Pedagogical and Specialization — at SAR 100 each (SAR 200 total), valid for 5 years and renewable. Ranks by score achieved: Practicing Teacher (50-69), Advanced Teacher (70-79), Expert Teacher (80+, the top rank). Example: a teacher scoring 76 on the specialization exam is classified 'Advanced Teacher.' Ahead of renewal after 5 years, it's advisable to check for updates to the specialization exam content before reapplying.
Private Schools Regulation — Licensing, Closure, and Fines
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The Private Schools Regulation was issued by Cabinet Decision No. 1006, dated 13/8/1395H, and remains the core reference for licensing and supervising private schools. Article 20: the supervising authority may close any private school without prior notice if ideological or moral deviation is proven. Article 22: violating the regulation or operating unlicensed carries a fine of SAR 500-5,000 (per the original 1395H text). It has been amended multiple times since, including Article 5(e) on admitting female students with disabilities, and Ministerial Decision No. 4401195148 (10/11/1444H) granting private and international schools flexibility to adjust their internal organizational structure.
Ready Templates
Individualized Education Plan (IEP) Template
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Special-education programs in Saudi schools, under the Ministry of Education, use an 'Individualized Education Plan' (IEP) template for each student with a disability, built collaboratively by the teacher, specialists, and parent/guardian. It typically covers: the responsible team, the student's current performance level, strengths and needs, measurable short- and long-term goals, and required classroom accommodations/modifications, plus a periodic review schedule to adjust the plan based on actual progress. Applied example: a measurable short-term goal might read 'read 20 sight words at 90% accuracy within 6 weeks,' nested under a broader long-term goal.
Course Specification Template (NCAAA)
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The 'Course Specification' is a standard template mandated by NCAAA (part of ETEC) for quality assurance in Saudi higher education. Universities use it as a unified template documenting: course details (code, credit hours, prerequisites), target learning outcomes, weekly content breakdown, assessment methods and their weights, and core/supplementary references. After delivery, it's paired with a 'Course Report' documenting actual outcomes (pass rate, achievement gaps) against what the specification planned — used as an input for improving the course in subsequent terms.
Ready prompts in this field
Human-vetted, ready-to-use prompts.
Complete Lesson Plan – UbD Framework, Saudi MoE Standards, and Bloom's Taxonomy
Design a complete lesson plan using the UbD backward design framework and Bloom's taxonomy, aligned with Saudi MoE standards and ready for d…
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Differentiated Lesson Plan
Design a differentiated lesson targeting 3 levels (below, on, above grade) in one class, aligned with Saudi Ministry of Education curriculum…
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Bloom Taxonomy Quiz
Prepare a personalised learning plan tailored to the student's current level, goals, and learning style to achieve sustained academic growth…
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12-Week Curriculum
Create interactive educational activities that motivate active student participation and consolidate key concepts in an innovative style sui…
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Interactive Worksheet
Prepare an academic or career guidance session that helps students discover their paths, boost their motivation, and address academic challe…
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Math Lesson Plan for Grade 5
Detailed 45-minute Math lesson plan for Grade 5, aligned with Saudi MoE curriculum and the 3-trimester system, with SMART objectives and Blo…
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Science Lesson Plan (5E Inquiry Model)
Science lesson plan using the 5E inquiry model, aligned with Saudi science curriculum and Arabized NGSS standards.
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Islamic Studies Lesson Plan (Tafsir / Fiqh / Tawhid / Hadith)
Islamic Studies lesson plan linking text to a Saudi student's modern life, per Saudi MoE curriculum and strict Sharia guardrails.
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Formative Assessment Design
Design an in-class formative assessment system that reveals student understanding in real time and steers instruction, per Saudi MoE framewo…
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Summative Exam Design (Saudi Standards)
Design a high-quality end-of-term exam using a test blueprint, Bloom level distribution, and clear marking rubrics, aligned with Saudi asses…
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Academic Intervention Plan for a Struggling Student
Tiered intervention plan (RTI) for a struggling student, focusing on root gaps rather than symptoms, with measurable milestones.
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Gifted/Talented Enrichment Plan
Enrichment plan for a gifted student using Renzulli's Triad Model, aligned with Saudi Mawhiba programs, growing creativity not memorization.
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Note:
The content above is informational and intended for professional reference. It is not formal legal, tax, or professional advice. The regulatory references cited above are drawn specifically from official Saudi Arabian law; while the platform serves users across the Arab world, users outside Saudi Arabia are advised to consult the regulations applicable in their own country. Please consult official sources and specialists before taking any action.