Interview: Marwan Kraidy, CEO and Dean, Northwestern University in Qatar (NU-Q), on how higher education in the country is shaping the future of innovation and workforce development
In what ways is the evolution of higher education in Qatar contributing to long-term economic goals?
MARWAN KRAIDY: The strategic national objective of Qatar is to transition from an extractive economy based on oil and gas to a knowledge-based economy. Higher education institutions play a central role in this transformation by facilitating the import, transmission and creation of knowledge within the country. Universities are not only responsible for bringing global expertise to Qatar and conveying it to students, but also for developing local capacity for knowledge creation. Therefore, university efforts are directed towards fostering this local knowledge-making capacity. By advancing research and innovation, higher education in Qatar supports the broader aim of diversifying the economy and ensuring long-term sustainable growth.
What priorities should shape collaboration between employers and educational institutions in Qatar?
KRAIDY: Collaboration between employers and educational institutions in Qatar and the region should focus on fostering innovation and building foundational skills critical for workforce readiness. Universities must anticipate industry needs through sustained engagement with government and industry leaders to align academic programmes with national economic goals.
A key priority is strengthening Arabic language proficiency for roles requiring public communication. Universities integrate artificial intelligence (AI) tools to enhance language learning, combining traditional skills with technological applications for diverse professional scenarios. Critical thinking, effective communication and adaptability remain indispensable – particularly for navigating rapid technological advances. Curricula integrate practical applications, such as mastering AI systems and developing strong prompting skills.
Universities must also shape industry trends by embedding evolving workforce demands into research and teaching. Strategic dialogue with stakeholders ensures graduates meet immediate job requirements and contribute to long-term economic strategies. By prioritising these elements, institutions can cultivate graduates who are innovative, resilient and ready to thrive in a competitive workforce.
To what extent is technology being leveraged to enhance education at Qatar’s universities?
KRAIDY: Technology is deeply integrated into higher education in Qatar, enhancing teaching methods, facilities and workforce preparation. Its success relies on advanced technology combined with skilled faculty and staff to create a comprehensive learning environment. The Covid-19 pandemic emphasised the value of blended learning environments. While in-person education remains central, hybrid models that incorporate online tools have proven effective, addressing challenges such as reduced engagement in fully remote setups. Beyond adopting existing tools, technology fosters innovation. Initiatives like AI research labs at NU-Q can prepare students for varying careers in media, marketing and geopolitics. This dual focus on technical skills and ethical application ensures graduates are equipped to use technology responsibly while remaining competitive in the workforce.
Where are opportunities for universities in Qatar and the Gulf to promote gender diversity in science, technology, engineering and maths (STEM) fields?
KRAIDY: We have identified opportunities to bridge the gap between humanities and STEM disciplines. The rise of AI and algorithm-driven technologies has blurred the lines between these fields. This enables the integration of STEM-related skills – such as coding and algorithmic understanding – into disciplines like filmmaking, animation and journalism. Over 70% of our students are female, which positions NU-Q as a gateway for women to develop STEM-related skills through creative disciplines such as thinking and 3D creation.
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