Volume 3
FEATURING
Academic Perspectives
Professor Zeenath Khan
University of Wollongong
Dubai, UAE
Leadership Spotlight
Professor Nathalie Martial-
Braz, Chancellor of Sorbonne
University Abu Dhabi, UAE
Student Voice
Salima Almuete
Loutfi, Abu Dhabi
University, UAE
Trends
Dr. Muhammad
Usman Tariq,
Abu Dhabi
University, UAE
Transformative Impacts
and Unimagined
Possibilities
March 2025
Why Plurilingualism Matters:
Multilingual Global Exclusive
Dr. Natalia Bussard,
Simon Fraser University, Canada
Special Topics
Table Of Contents
Editorial
A Note from the Editor
in Chief
By Laura Vasquez
Bass
Special Topics
More Languages, More Possibilities:
Your Life, Amplified
By Dr. Natalia Bussard, MSc.
Program Leader, Science,
Environment and Health Sciences
Programs
Cooperative Education, Work
Integrated Learning
Simon Fraser University, Canada
Academic
Perspectives
Leveraging Generative AI for Ethical
Learning and Academic Integrity
By Professor Zeenath Reza Khan
University of Wollongong Dubai, UAE,
Founding President, ENAI WG Centre
for Academic Integrity in the UAE
Leadership
Spotlight
“I have never truly stopped being
a professor”: Balancing the Roles
of Educator, Legal Scholar and
Chancellor of Sorbonne University
Abu Dhabi, UAE
An Interview with Professor
Nathalie Martial-Braz
Student Voice
Transforming Healthcare for a
Sustainable Future Through My
Doctoral Journey
By Salima Almuete Loutfi
Doctor of Business Administration
Student, Abu Dhabi University, UAE
Manager-Customer Happiness
Sheikh Khalifa General Hospital,
Emirate of Umm Al Quwain
Trends
Enhancing Student Engagement at
Abu Dhabi University: A
Transformative Initiative
By Dr. Muhammad Usman Tariq
Associate Professor of Quality
Management, Team Lead – Advance
HE Change Academy
Abu Dhabi University, UAE
04
08
14
18
24
28
Cover Story
Learn about how
learning multiple
languages will
open your mind
and increase your
empathy skills
Page 10
Page 22
Page 30
As ever, we hope
you find the broad
variety of topics in
this issue equally
enjoyable and
inspiring.
Those of you who’ve been following UniNews-
letter since we launched last year will be keenly
aware of our commitment to offer our content
to our readers in their preferred language.
Since the inception of the magazine, multilin-
gualism was always understood by everyone
involved to be a central tenet of our DNA as a
publication. You can probably appreciate my
delight, therefore, when I got the opportunity to
speak with Dr. Natalia Bussard, MSc., Program
Leader, Science, Environment and Health
Sciences Programs at Simon Fraser University
about her research on plurilingualism. As
opposed to multilingualism, a variety of spoken
languages,
plurilingualism
more
precisely
refers to “an individual’s repertoire of several
languages that they can use for self-expres-
sion or communication,” as she describes it.
The necessity behind this distinction—the vari-
ous emotional and contextual connotations
that differentiate various languages in an indi-
vidual speaker’s repertoire—and what we can
learn from it is the subject of her article, open-
ing this issue in our Special Topics section.
Given our commitment to this subject, this
issue’s title comes from Dr. Bussard’s expertly
explained answer as to why plurilingualism
matters.
On yet another important issue that has been
dominating discussions in higher education in
a major way since 2023 is Dr. Zeenath Reza
Khan from the University of Wollongong Dubai,
Laura Vasquez Bass
A Note from the Editor in Chief
“
“
EDITORIAL
Welcome to
UniNewsletter
| Why Plurilingualism Matters
04
UAE, who is also the founding president of ENAI
WG Centre for Academic Integrity in the UAE.
For those of us who understand the context of
teaching during both the COVID-19 pandemic
and also when ChatGPT exploded, Professor
Zeenath’s article, “Leveraging Generative AI for
Ethical Learning and Academic Integrity” will be
particularly resonant. Against this backdrop,
she highlights efforts in the UAE to integrate AI
into education ethically, focusing on upskilling
educators through initiatives like the “AI in My
Classroom – Teacher Incubator Program” and
addressing policy implications via the Green
Paper Initiative. Professor Zeenath emphasizes
that AI, when responsibly adopted with institu-
tional support, can enhance learning and
integrity rather than undermine it.
This
issue’s
Leadership
Spotlight
section
features a truly inspirational interview with
Professor Nathalie Martial-Braz, Chancellor of
Sorbonne University Abu Dhabi, UAE. Professor
Nathalie traces her academic trajectory from
completing a doctoral thesis in intellectual
property law in France to her appointment as
Chancellor in 2023. With expertise in financial,
intellectual property and digital law, she has
played a key role in shaping legal education to
address the challenges of AI, cybersecurity and
digital transformation. She highlights the need
for interdisciplinary collaboration, adapting
curricula to evolving technologies and foster-
ing a leadership style that prioritizes teamwork
over hierarchy. Under her guidance, SUAD is
strengthening its research initiatives, embrac-
ing transdisciplinary approaches and prepar-
ing students to navigate the complexities of a
complex global landscape.
We are very pleased to introduce Salima
Almuete Loutfi, who is a Doctor of Business
Administration Student at Abu Dhabi University
(ADU), UAE, as our Student Voice writer for this
issue. As she outlines, telemedicine is trans-
forming
the
UAE’s
healthcare
sector
by
improving accessibility, efficiency and sustain-
ability. As a DBA student and also a healthcare
manager, Salima explores telemedicine’s role
in enhancing patient outcomes and support-
ing the UAE’s sustainability goals. Her research,
guided by ADU faculty, has been recognized in
national forums and contributes to integrating
telemedicine
into
sustainable
healthcare
models. With the UAE’s focus on smart health-
care, ongoing research is essential to maxi-
mize telemedicine’s impact and drive innova-
tion in the sector.
Closing this issue in our Trends section is yet
another talent who writes from ADU in the UAE.
Dr.
Muhammad
Usman
Tariq,
Associate
Professor of Quality Management, outlines
ADU’s participation with the UK-based organi-
zation, Change Academy, which is a student
engagement project, and his role as team
lead in this initiative. Against a context of the
common yet problematic trend in higher edu-
cation of student disengagement, Dr. Muham-
mad outlines the proactive and collaborative
approach that ADU are taking to combat this
problem,
in-line
with
Change
Academy
recommendations. He offers up many strate-
gies for solutions, as well as outlines actiona-
ble goals for yet further improvement in the
future, which will prove instructive reading for
higher education faculty and leadership alike.
As ever, we hope you find the broad variety of
topics in this issue equally enjoyable and
inspiring.
Why Plurilingualism Matters | 05
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More Languages, More
Possibilities:
SPECIAL TOPICS
Your Life, Amplified
Languages and cultures have always
interested me and have made me who I
am. I will start by sharing my experience
with different languages and cultures,
and then explain how multilingualism—or
as I prefer to call it, plurilingualism—can
benefit you. In the diverse world of
language research, European and North
American scholars often resort to differ-
ent terms to describe similar concepts;
however, there are some distinct differ-
ences. As Jasone Cenoz, Professor of Edu-
cation at the University of Basque Coun-
try, Spain observes, European research-
ers frequently use “plurilingualism,” while
their North American counterparts prefer
“multilingualism.”
Professor
Cenoz
outlines that multilingualism dominates
the global linguistic landscape, with
approximately 7,000 languages spoken
worldwide as of 2025. The majority of
these languages’ speakers are concen-
trated in Asia, followed by Africa, and then
Australia and Oceania. Globalization has
significantly enhanced the value of multi-
lingualism, promoting linguistic diversity
and cross-cultural communication. Con-
versely, plurilingualism refers to an indi-
vidual’s repertoire of several languages
that they can use for self-expression or
communication. An individual may have
learned these languages simultaneously
from birth or acquired them at various
stages of their life.
In my research exploring the intersection
of applied linguistics and transformative
learning, I use the term “plurilingualism”
to acknowledge individuals’ varying pro-
ficiency levels across different languag-
es and their ability to seamlessly switch
between them as needed. Plurilingual-
ism acknowledges that the languages
within an individual’s linguistic repertoire
operate as an interconnected network
rather
than
as
separate,
isolated
systems.
Plurilingualism: Opening Doors to
Unimagined Opportunities
Growing up in socialist Czechoslovakia, I
was simultaneously exposed to two
languages: Czech through television and
| Why Plurilingualism Matters
08
Dr. Natalia Bussard, MSc.
Program Leader, Science, Environment and Health Sciences Programs
Cooperative Education, Work Integrated Learning
Simon Fraser University, Canada
Dr. Natalia Bussard, MSc.
Simon Fraser University, Canada
Plurilingualism
acknowledges
that the
languages
within an
individual’s
linguistic
repertoire
operate as an
interconnected
network rather
than as
separate,
isolated
systems.
“
“
Why Plurilingualism Matters | 09
Cover Story
radio, but also through occasional family visits
from Prague and Plzeň, and Slovak was the
language
of
everyday
family
discourse.
Czechoslovakia, which split to form the Czech
Republic and Slovakia in 1993, was bordered
by Poland to the northeast, Germany to the
west, Austria to the south and Slovakia to the
east. As such, living there provided exposure to
Polish, German, Austrian-German and Slovak
languages. Despite the limited opportunities
to learn languages other than Russian in
elementary school, Slovak, Czech and Russian
served as catalysts for my curiosity in linguis-
tics and sparked my desire for future
language learning. As I was finishing elemen-
tary school, a charismatic Canadian guest
volunteer language teacher in our school
ignited my passion for English. Her mesmeriz-
ing accent opened my eyes to a world of
linguistic possibilities.
Fast forward to post-university life, and I found
myself embracing the vibrant Spanish culture
in Murcia. There, I dove headfirst into learning
Spanish while simultaneously sharing my love
for English as a teacher at Colégio La Milagro-
sa in the picturesque town of Totana, Anda-
lucía. This dual-language adventure not only
broadened my horizons but also reinforced
the power of cultural immersion in language
acquisition.
After returning to Slovakia, I leveraged my
diverse experiences by working as a training
manager in the banking sector, teaching Eng-
lish and Slovak at the Canadian Bilingual Insti-
tute, contributing to Business Slovakia maga-
zine as a journalist and serving as a translator
and interpreter at conferences for govern-
ment and non-profit organizations. These
multifaceted roles allowed me to collaborate
with professionals and students across differ-
ent fields and reinforced my aspiration to
explore life as an expatriate in Canada.
My experience in Canada includes adminis-
trative and scholarly roles at The University of
British Columbia (UBC) and Simon Fraser
University (SFU). At SFU, I lead the Science,
Environment and Health Sciences Cooperative
Education Programs, where I collaborate with
a team of expert coordinators and advisors to
facilitate knowledge exchange between aca-
demia and industry partners. At UBC at Faculty
of Education, I conducted my research study
in Educational Leadership and Policy, focusing
on how knowledge of plurilingualism trans-
forms individuals’ identities, interpersonal
relationships and worldviews.
How did embracing multiple languages enrich
my life? Before diving into my research, I
noticed some remarkable changes in myself. I
found my perseverance growing stronger and
my mind opening up, welcoming an array of
perspectives I had not considered before. I
discovered a newfound eagerness to listen to
others, truly hearing their stories and experi-
ences. This sparked a curiosity to learn more
about the people around me, about their
cultures and the unique lenses through which
they view the world.
Research: Why Plurilingualism Matters
(And How It Can Change Everything)
Drawing on the work of Enrica Piccardo, Profes-
sor in Languages and Literacies Education at
the University of Toronto, Canada, I observed in
my research participants an increase of crea-
tivity. Some creative plurilingual practices
included: identifying similarities in Spanish
rhythms and adapting them to fit other
dialects;
reciting
sentences
from
one
language in another language as calming
mechanisms during difficult moments; engag-
ing with dictionaries to enhance their ability to
convey messages more effectively; and shift-
ing between languages depending on which
feature of their personality they wished to
showcase for a particular audience.
In line with the research of Philip Bamber,
Professor of Education at Liverpool Hope
University, UK, my study showed that plurilin-
gualism can lead people to become more
empathetic, open and accepting of other peo-
ple’s views. Childhood experiences of being
| Why Plurilingualism Matters
10
silenced or ridiculed when speaking can be
traumatic,
especially
in
one’s
dominant
language. However, these experiences can also
serve as catalysts for personal growth and
resilience. Negative encounters, when trans-
formed, can lead to positive outcomes, foster-
ing increased tolerance, acceptance and
openness towards others. Adversity often culti-
vates empathy and a deeper understanding of
linguistic and cultural diversity. Embracing the
challenges of learning and using multiple
languages can foster a deep appreciation for
effective communication and cultivate empa-
thy towards others’ linguistic struggles. A pluri-
lingual journey can enhance one’s under-
standing of diverse cultures and instill a pas-
sion for lifelong learning, continuously expand-
ing
one’s
cognitive
horizons
and
global
perspective.
Based on extensive research and personal
experience, I can confidently say that learning
multiple languages can have a transformative
effect on your life. This pursuit can equip you
with increased perseverance, confidence and
creativity. Moreover, it often fosters a less judg-
mental and more compassionate approach to
others, enhancing empathy and improving
listening skills. These combined benefits inevi-
tably lead to improved relationship-building
skills, which are essential for successful func-
tioning in our increasingly complex and inter-
connected global society. Therefore, I encour-
age everyone to expand their horizons by
learning an additional language, which allows
one to view the world from at least one other
perspective.
“A plurilingual
journey can
enhance one’s
understanding of
diverse cultures
and instill a
passion for
lifelong learning,
continuously
expanding one’s
cognitive horizons
and global
perspective.”
Why Plurilingualism Matters | 11
Given what seems to be our romance with
artificially intelligent beings largely gov-
erned
by
science
fiction
and
larg-
er-than-life Hollywood movie stories and
characters, it is fascinating to see how
fellow colleagues have been approaching
AI around the world. The conversations
range from outright rejection to cautious
optimism, some governed by fear, some by
curiosity; but what remains clear is that AI is
here to stay. As an academic passionate
about integrity and ethical education, my
research has focused on harnessing AI’s
power while maintaining pedagogical and
ethical rigor. At the ENAI WG Centre for Aca-
demic Integrity in the UAE, we have been
leading initiatives that shift the conversation
from restriction to responsible adoption,
ensuring that both educators and students
understand the value of AI literacy.
ACADEMIC PERSPECTIVES
Leveraging Generative
AI for Ethical Learning
and Academic Integrity
Professor Zeenath Reza Khan
University of Wollongong Dubai, UAE
Founding President, ENAI WG Centre for Academic Integrity in the UAE
| Why Plurilingualism Matters
14
Upskilling Educators: The AI in My
Classroom – Teacher Incubator Pro-
gram
One of the key challenges in integrating AI
into classrooms is ensuring that educators
are equipped to guide students in ethical AI
use. If the pandemic’s emergency distance
learning experience taught us anything, it’s
that
teachers’
roles
are
increasingly
demanding and their skillsets have needed
to swiftly adapt. We weren’t equipped, we
lacked the time or bandwidth to become
equipped, and yet, overnight, it was impera-
tive that we master new technologies, rede-
sign our courses and deliver seamless
lessons to ensure student learning didn’t
suffer. What was the impact of this tumultu-
ous
period?
Globally,
the
experience
revealed gaps in educator preparedness
and posed questions regarding the expecta-
tions placed on teachers. It also made clear
that investment in faculty development
would be paramount.
Three years on, in 2023, we found ourselves in
another quandary. With OpenAI’s content
generating tool ChatGPT shooting to fame
almost overnight, the conversation around AI
in classrooms became all-encompassing,
dominating every academic space. Again,
teachers and faculty had to rapidly catch up
and try to navigate the sudden shift in
dialogue while still managing their regular
demanding workloads. AI in education was
no longer a future consideration—it was an
immediate challenge for everyone, not in the
least teachers who were responsible for
guiding students in its use. As we settle into
2025, the bar of expectation remains high: we
must adapt, adjust and quickly develop
fluency to best support students. However,
sustainable and ethical integration of AI in
education requires time, training and institu-
tional support.
In this regard, I am fortunate to be in the UAE,
a country with a progressive and ambitious
vision for its future generations. From Dubai’s
Education 33 strategy, which aims to trans-
form traditional classroom teaching into
dynamic, learner-centric discussions, to the
UAE AI Strategy 2031, which seeks to position
the country as a global leader in AI by
embedding artificial intelligence across key
sectors—the commitment to AI-driven inno-
vation is clear. The latest UAE AI Seal further
reinforces this vision, ensuring trustworthi-
ness in AI remains at the core of national
conversations. These initiatives are not just
about adopting AI but about embedding it
responsibly and ethically into education,
preparing students and educators alike for a
future where AI literacy is fundamental.
After the AI Retreat in 2024, inspired by HH
Sheikh Hamdan Bin Mohammed’s emphasis
on upskilling educators, I worked alongside
Ms. Veena Mulani from Al Diyafah High
School Dubai and with the guidance of the
Centre’s Board members, to launch the AI in
My Classroom – Teacher Incubator Program
last year. This initiative brought together 50
schoolteachers in a supportive and safe
“
As we settle into 2025, the bar of
expectation remains high: we
must adapt, adjust and quickly
develop fluency to best support
students. However, sustainable
and ethical integration of AI in
education requires time, training
and institutional support.
“
Why Plurilingualism Matters | 15
“
environment, where they could openly discuss,
experiment with and understand AI’s role in
pedagogy. The program focused on providing
educators with the confidence and skills to
meaningfully integrate AI into their classrooms,
ensuring that discussions around AI remained
rooted in ethics, responsibility and student
success.
The
program
was
structured
to
foster
hands-on engagement. With a barrel of
bite-size training sessions covering different
pedagogical concepts and relevant AI tools by
amazing industry and academic partners
from different start-up companies and higher
education institutions, teachers worked in
teams to develop project proposals that lever-
aged AI for ethical learning, assessment and
classroom engagement. The best proposals
were awarded cash prizes to fund implemen-
tation, ensuring that these ideas moved
beyond theoretical discussions into real-world
classroom applications. Ambassador School
Sharjah and MSB Private School walked away
as winners, with GEMS Cambridge Internation-
al School Dubai as a runner up. The initiative
demonstrated that with the right guidance, AI
could be an ally in fostering critical thinking,
creativity and integrity among students rather
than a shortcut that could potentially lead to
academic misconduct.
A Policy-Driven Approach: The Green
Paper Initiative
Beyond classroom-level interventions, one of
the key considerations we had was around
policy implications. From a chance discussion
with Dr Stephen Wilkinson, UOWD Director of
Research and industry partners as part of a
Global Challenges RISE project on AI in Work-
places, we realized we needed to bring this
discussion to the masses. We spent the better
part of 2024 developing a Green Paper that
examines AI’s role in education from a policy
perspective. The aim was to propose ques-
tions on opportunities and challenges of AI in
Education in the UAE, through the academic
integrity lens—one that does not rely solely on
detection and punishment, but instead raises
questions on integration of AI literacy, assess-
ment redesign and faculty development. This
aligned well with existing research emphasiz-
ing the necessity of proactive, rather than
reactive, policy interventions in AI ethics.
Roundtable discussions on the Green Paper
and some of its proposed questions have
already begun to provide clarity. For instance,
our discussions with stakeholders earlier this
year
involving
academic
researchers,
students and policy makers, indicated a reac-
tive approach to AI and academic miscon-
AI could be an ally
in fostering
critical thinking,
creativity and
integrity among
students rather
than a shortcut
that could
potentially lead
to academic
misconduct.
“
| Why Plurilingualism Matters
16
“If there is one key
lesson from our work,
it is that integrity in
education is not a
singular effort but a
continuous,
collaborative and
holistic process.”
duct is unsustainable. Instead, institutions must
create structured frameworks that acknowl-
edge AI’s presence while guiding students
toward ethical usage. This requires shifts in
assessment methodologies, moving away from
memory-based
evaluations
to
competen-
cy-based tasks where AI is a tool for deeper
learning rather than a means to bypass intellec-
tual effort. Those of us who work extensively in
this space on academic integrity understand
there is indeed no silver bullet that will guaran-
tee assessment security, but we also know that
it necessitates institutional support for faculty
members, many of whom are navigating AI’s
impact on education for the first time. This con-
versation is ever ongoing.
Shaping the Future of Integrity in AI-Era
Classrooms
If there is one key lesson from our work, it is that
integrity in education is not a singular effort but
a continuous, collaborative and holistic process.
AI does not erode integrity, involve turning a
blind eye or burying our heads in the sand like
proverbial ostriches. How we choose to inte-
grate AI into education determines its impact.
Our initiatives underscore the importance of
empowering educators, engaging students in
ethical AI discourse and shaping policies that
balance innovation with academic rigor.
As we move forward, the challenge is not in
limiting AI’s capabilities but in ensuring that
ethical considerations remain central to its use
in education. Only then can we prepare students
not just for AI-enabled learning but for a future
where integrity and responsibility shape their
professional and personal journeys.
Why Plurilingualism Matters | 17
LEADERSHIP SPOTLIGHT
| Why Plurilingualism Matters
18
Professor Nathalie Martial-Braz,
Chancellor of Sorbonne University
Abu Dhabi, UAE
The role of a full
professor at a
university
encompasses
multiple
responsibilities
rather than a
single job. I truly
enjoy teaching
and cherish the
relationships
formed with my
students.
Professor
Nathalie,
we
are
overjoyed
and
honored
that
you’ve agreed to speak with us
for this issue of UniNewsletter. As
is customary for our Leadership
Spotlight
section,
could
you
please begin by guiding our
readers through your academic
career trajectory, culminating in
your
appointment
as
the
Chancellor
of
Sorbonne
University Abu Dhabi (SUAD)?
I began my career by completing a
doctoral thesis on security interests
in intellectual property rights in Paris,
after earning my bachelor’s degree
at the University of Bordeaux in the
south of France. During my PhD stud-
ies, I taught at Paris Descartes
University (Paris V). After presenting
my PhD in 2005, I was appointed as
an assistant professor at the Univer-
sity of Rennes in western France,
where I specialized in digital law.
During this period, I prepared for the
“Agrégation,” a diploma required in
France to become a full professor. I
was appointed as a full professor at
the University of Franche-Comté
(UFC), a small university in eastern
France. There, I led a master’s pro-
gram focused on IP law and digitali-
zation.
Later, I was transferred to Paris, where
I created a master’s degree in data
protection law in 2014, collaborating
with my colleague, who is the vice
president of the French Regulatory
Authority for Data Protection (CNIL). I
continued my journey in digital law,
publishing extensively in the field.
In 2021, I joined SUAD with the inten-
tion of working on the Sorbonne
Center
for
Artificial
Intelligence
(SCAI) and AI regulation, as I have led
a research project on AI regulation
since 2019. My goal here was to lead
transdisciplinary research with all the
teams from different fields, humani-
ties, sciences, law around AI at SCAI.
In 2023, I was appointed chancellor of
the university.
The role of a full professor at a univer-
sity encompasses multiple responsi-
bilities rather than a single job. I truly
enjoy teaching and cherish the rela-
tionships formed with my students.
There’s
a
particularly
fulfilling
moment in teaching foundational
courses, such as contract law to sec-
ond-year students, when you can
see the spark of understanding in
their eyes—a moment that signifies
their ability to grasp the material and
apply it in practice. Moreover, teach-
ing at the master’s level is equally
“
“
Why Plurilingualism Matters | 19
“I have never truly stopped
being a professor”
Balancing the Roles of Educator, Legal Scholar
and Chancellor of Sorbonne University Abu Dhabi, UAE
Professor Nathalie Martial-Braz,
Chancellor of Sorbonne University
Abu Dhabi, UAE
exhilarating, as you engage with highly
motivated students. In this setting, we can
delve deeply into complex topics, encour-
aging
reflection,
analysis
and
debate
across various systems of thought. I also
appreciate working with graduate students
over several years during their PhD, as this
nurtures
a
different
kind
of
relation-
ship—one that develops over time. And, in
addition to teaching, I have a strong pas-
sion for writing and research.
You are particularly renowned for your
expertise
in
financial,
intellectual
property and digital law. Could you
please reflect on how your specific
background, training and intellectual
profile influences how you perform the
role of chancellor, as well as your style
of leadership?
My specialization in financial law signifi-
cantly helped me in performing the role of
chancellor. I am comfortable dealing with
contracts, management, budget-related
matters and organizational issues of a
company. In the past, I served as counsel in
a law firm, which exposed me to the man-
agement of companies; this is not a new
function, it’s simply the first time I’ve had to
apply it within an international university
context. Moreover, throughout my career, I
have had the opportunity to oversee vari-
ous
university
structures,
particularly
research laboratories, which has enabled
me to develop a deep understanding of the
administrative mechanisms of a university.
My expertise in law is likely my most signifi-
cant advantage in this position. While my
specializations in intellectual property and
digital law may not be directly applicable to
my daily activities as chancellor, my
long-term involvement with startups and
small companies in the digital sector has
likely influenced my leadership style. I do
not consider myself a traditional, authorita-
tive leader; instead, I adopt a more collabo-
rative approach, which stems from my
background of working in a more horizontal
context with various individuals rather than
in a vertical, hierarchical manner.
Additionally, my experience as a full profes-
sor at the institution has provided me with a
broader perspective and the capacity to
step back and manage effectively. This
background, along with my long-standing
experience at Sorbonne since 2014 as a
visiting professor, has given me a deep
understanding of the institution, which I believe
greatly assists me in my role. I thrive on interac-
tion with students, and I strive to foster a posi-
tive working environment; for me, the spirit of
community is paramount. My legal expertise
remains ever-present, providing me with the
rigor needed to lead a team and make strate-
gic decisions essential to managing a dynamic
institution such as Sorbonne University Abu
Dhabi.
As we’ve touched on, your research has
explored digital law and data protection.
How do you see legal education evolving
to equip students with the skills needed
for an era dominated by AI, cybersecurity
concerns and digital transformation?
In my opinion, it is crucial that we educate the
young generation on the new tools, as AI will be
a daily tool in their jobs. We need to ensure they
use it properly, which includes educating them
on data protection. This is important not only
because it is a regulation that could restrict
their access, but also because it is essential for
their understanding of privacy. These individu-
als, who are active on social media and the
network, must learn how to protect themselves
and use information from various sources
respectfully, ensuring that they safeguard the
privacy of others. We also have to train them in
all the aspects surrounding AI, as cybersecurity
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20
is important to ensure that we have systems
protected by design.
Additionally, we need to prepare this genera-
tion to use these tools responsibly and remain
vigilant about the capabilities provided by AI. It
is crucial that they continue to learn how to
interact with AI and exercise control over the
use of algorithms. The challenge is that algo-
rithms are smart and can provide answers, but
we must ensure those answers are accurate.
Students need to think critically and modify
responses or incorporate additional elements
to arrive at the right conclusion. We must also
consider how algorithms will impact the future
and
integrate
them
into
our
teaching
approach. In law, for example, some roles in
firms will vanish as algorithms will efficiently
handle tasks that were once done by junior
staff, like data collection. This shift will occur
across various fields, including medicine and
history. We need to educate this generation
because some jobs will disappear.
Lastly, we need regulation to ensure we don’t
lose the battle against AI and digital advance-
ments, not to hinder progress but to provide
discipline for its use and help us anticipate
potential collateral effects that may arise from
the misuse of technology.
And given your experience in banking law
and intellectual property, how should
universities
evolve
business
and
law
curricula to better prepare students for
careers in fintech, AI-driven commerce
and digital law?
We’ve already adapted our curriculum to
prepare students for the digital age, particularly
in intellectual property (IP) and banking law. The
emergence of digital technologies first affected
the IP field, where online access to protected
works became a reality. To address this shift,
we've been updating our curriculum for over 15
years to ensure students are well-equipped to
handle digital-related subjects in their careers.
Regarding banking law, we have also imple-
mented significant changes, evolving our former
finance and banking law courses into a more
comprehensive
program
covering
finance,
fintech and digital banking law. Our faculty
members actively contribute to shaping regula-
tions in Europe, particularly with the adoption of a
new framework on digital assets. By engaging in
these regulatory discussions, we strive to ensure
that the emerging digital finance ecosystem,
which currently lacks sufficient oversight, is
guided by well-informed and balanced regula-
tion.
However, regulating the rapidly evolving land-
scape of fintech and AI-driven commerce
remains an ongoing challenge. Regulations often
emerge in response to new behaviors, requiring
I do not consider
myself a traditional,
authoritative leader;
instead, I adopt a more
collaborative
approach, which
stems from my
background of working
in a more horizontal
context with various
individuals rather than
in a vertical, hierarchical
manner.
“
“
Why Plurilingualism Matters | 21
us to adapt swiftly. Our approach is not to create
regulations from the ground up but to build
upon and adapt existing legal frameworks.
In conclusion, universities must continue to
evolve their business and law curricula to
prepare students for the rapidly changing land-
scape of fintech, AI-driven commerce and digi-
tal law. Our focus should be on building upon
existing regulations and principles to address
the challenges posed by emerging technology,
while also acknowledging the ongoing need for
adaptation and training throughout a student’s
career.
How does SUAD position itself within the
broader higher education landscape in
the UAE and beyond?
Since 2014, with the implementation of our new
strategic plan, we have placed research and
education at the core of our mission. This means
we aim to establish more research centers to
promote high-level research across various
fields, including AI, marine biology, quantum
physics and others. Our strategy involves con-
ducting research that is object-driven rather
than strictly field-based. For example, in the
study of AI, we will not limit ourselves to its scien-
tific or humanistic aspects but will adopt a holis-
tic perspective to explore all dimensions of the
subject. This transdisciplinary approach will
ensure that our research encompasses various
aspects. In practical terms, this means that in
the realm of AI, we will look, for instance, at legal
implications regarding regulations and algo-
rithms, geographic considerations related to
sustainability and medical applications for
diagnostics. Similarly, with the launch of our
Ocean Institute in December 2023, our focus will
extend beyond marine biology to include inter-
disciplinary research on both the legal and
biological implications of plastic pollution, for
example.
We also seek to enhance our educational offer-
ings to be more adaptable and develop more
flexible teaching models, where we prepare our
students to face the challenges posed by new
technologies and globalization. However, we are
committed to maintaining the DNA of Sorbonne
University, which for centuries has been ground-
ed in excellence and high standards for our
students.
In the context of the UAE’s higher education
landscape, SUAD occupies a unique position.
While we are relatively small within the research
ecosystem, we have the support of our partner
universities in France, Sorbonne Université and
Université Paris Cité, which are among the most
prestigious in the country. With access to over
25,000 researchers, we can nurture high-level
research in Abu Dhabi by launching strategic
projects that not only benefit SUAD but also align
with national interests.
As higher education continues to evolve,
what is one change or innovation you hope
to see in global academia over the next
decade, and how do you see Sorbonne Abu
Dhabi contributing to that vision?
Over the next decade, I believe that the higher
education sector will evolve to take into account
the global challenges we are facing in the today’s
world, including climate change, global warming
and the urgent need for innovation in health and
medicine. It is crucial to keep in mind the chal-
lenges confronting our society and adapt the
higher education sector accordingly. By aligning
our curriculum with both substantive knowledge
requirements and modern pedagogical meth-
ods, we aim to equip future professionals with the
skills and adaptability necessary to excel in an
ever-changing landscape.
By continuing to emphasize critical thinking and
teaching students how to engage with knowl-
edge, we will ensure that they are well-rounded
and able to tackle various challenges. I have
experienced the limitations of this approach
personally as a lawyer specializing in digital law.
It can be complicated to communicate with
scientists because our fields require different
perspectives. Therefore, it is essential to train
students who can understand both the legal and
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