Abstract
The priorities of the digital policy of the Persian Gulf states at the present stage are seriously differ-ent. While the large Arabian monarchies (such as Saudi Arabia and the UAE) are betting on the develop-ment of large-scale military-political and economic programs, which in the future will consolidate their regional leadership, the small states of the GCC are striving to achieve success in a certain niche associ-ated with digital development. In the case of Bahrain, this niche has become e-education. This article examines in turn the key stages in the development of the digital education system in the Kingdom - from individual initiatives (“King Hamad's Schools of the Future”) to a comprehensive un-derstanding (the concept of “Education in Bahrain in a new era” as a part of “Vision 2030”) - and its im-pact on the pace of development of human capital and international reputation of Manama. In general, it is obvious that the Kingdom has achieved significant success: an effectively built system, based on a symbiosis of public and private projects, makes national specialists more competitive in the regional labor market, and also keeps Bahrain involved in the global educational agenda. On the other hand, the Kingdom still faces significant problems that impede effective development - among the main ones are the shortage of personnel, the inertia of the legislative sphere, and the lack of domestic software. One way or another, despite the problems, Bahrain continues to systematize efforts in the field of digital education and, with a high degree of probability, will promote this brand at the regional level.
Published Version
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