How Online Learning Is Creating More Flexible Pathways

GULF TIME

As families and children lead increasingly diverse and internationally mobile lives, methods of education are evolving too. For many students, flexibility, personalised support and the ability to balance academics with other ambitions are becoming important considerations when choosing a school.
For Hugh Viney, Founder and CEO of Minerva Virtual Academy, a British-curriculum online secondary school for students aged 11 to 18 (Years 7 to 13), the starting point is simple: every child learns differently.
Technology plays an important role, but Viney stresses that it should enhance education rather than replace human relationships. Minerva combines independent study, live interactive lessons with qualified teachers and weekly one-to-one mentoring, with every student supported by a dedicated mentor who understands their goals and wellbeing.
AI helps automate routine tasks and provides intelligent guidance, but teachers remain central for the overall development of a student. The mentor-student relationship, classroom discussion and human connection cannot be automated and, Viney believes, will become even more valuable as AI becomes more widespread.
At Minerva, students take part in live lessons, clubs, assemblies, school trips, family events and local meet-ups, creating opportunities for friendship and belonging. “What’s particularly rewarding is seeing children who previously lacked confidence begin to thrive,” Viney says. Smaller groups, mentoring and personalised support can help students participate more actively and rebuild confidence at their own pace.
For internationally mobile families, flexibility can also make education easier to maintain alongside work, travel, sport or the performing arts. Students continue to follow the English National Curriculum and prepare for GCSEs and A Levels with qualified teachers and personalised mentoring.
The focus also extends beyond academic results. Students develop adaptability, independent thinking, digital collaboration, time management and the ability to take ownership of their learning.
For Viney, these experiences reinforce one central idea: there is no such thing as an “average learner”. Every child brings different strengths, ambitions, circumstances and ways of learning.