Ghada Ismail
As artificial intelligence continues to reshape education, edtech startups are exploring new ways to personalize learning, improve student performance, and support teachers with data-driven insights. AILA is among the companies working to transform the learning experience through AI-powered solutions tailored to students’ individual needs and the Saudi education system. In this interview with Sharikat Mubasher, AILA discusses its approach to personalized learning, the challenges of developing effective AI-driven educational tools, and the opportunities for edtech startups as Saudi Arabia advances its education and digital transformation goals.
AILA has recently secured a $3 million funding round. What does this investment enable the company to do that it could not do before?
Our earlier funding helped us build the product and reach product-market fit. We now have schools using AILA every day and results we can stand behind. This round is about scaling what already works.
First, it lets us go deeper on our adaptive engine and our research. We want to keep proving, with rigorous evidence, that AILA improves how students learn, building on the work we have done with King Fahd University of Petroleum & Minerals.
Second, it lets us scale our commercial and customer success teams so we can serve many more schools across the Kingdom, and support each one properly after launch.
Third, it lets us expand beyond the Saudi curriculum. Today we are strongest around Qudurat, Tahsili and NAFES. By adding other curricula, we can take the same engine to new markets and serve many more students.
Do you expect this round to take AILA to profitability, or is the priority still aggressive growth and market expansion?
Our priority is growth, but disciplined growth. We have built a business with strong fundamentals, and our product runs at a gross margin of around 67%, which gives us a lot of room to grow efficiently.
Reaching profitability is a clear goal for this round. We want to scale to more schools and new markets while becoming profitable, so that we go into our Series A from a position of strength. We are not buying growth at any cost. Every school we sign needs to make sense on its own.
AILA describes its approach as personalized, AI-powered learning. What makes your personalization technology different from the growing number of AI tutoring and edtech platforms entering the market?
Many new AI platforms are essentially content generators: you ask a question, you get an answer. That is useful, but it is not the same as teaching. AILA is built around diagnosis. We work out exactly where each student is, what they have mastered and what is holding them back, and then we guide them on the shortest path to improvement.
Three things set us apart. First, we are built for the Saudi context, mapped to national learning outcomes and assessments such as Qudurat, Tahsili and NAFES, and available in both Arabic and English. Second, we work inside schools, so the insight does not stay with the student. Teachers, administrators and principals see the same picture and can act on it. Third, we measure results. Our benchmark shows students learning about 2.3 times more efficiently, and our pilot results have been validated through a research partnership with King Fahd University of Petroleum & Minerals.
How does AILA use student data and learning behavior to determine what a student should learn next?
Every interaction on the platform tells us something: whether the answer was right, how long it took, how many attempts were needed, and what kind of mistake was made. We map all of that to a structure of skills and learning outcomes, so we can estimate each student's level of mastery skill by skill.
From there, the engine decides what comes next. It looks at the gaps that matter most, the prerequisite skills that need to be secured first, and how heavily each skill counts in the assessment the student is preparing for. It also brings back earlier material at the right moment, so learning sticks rather than fading.
The same data flows to teachers and school leaders as clear, actionable reports, so they know which students need help and on what.
What are the biggest technical challenges in building AI systems that can genuinely improve learning outcomes rather than simply generate educational content?
The hardest part is measuring learning rather than activity. It is easy to build something students click on a lot. It is much harder to prove they actually know more afterwards. That is why we invest in validation and research, not just in features.
The second challenge is quality and alignment. Content must be accurate, pedagogically sound and aligned with the Saudi curriculum, in both Arabic and English. Generative AI can produce a lot very quickly, but in education a confident wrong answer does real damage, so we keep strong quality control around everything the system shows a student.
The third is getting the recommendation right from limited data, especially when a student is new to the platform, and keeping it right as they progress.
And finally, the system has to fit how schools actually work. AI does not replace the teacher. It has to give teachers and school leaders insight they can act on in the time they have.
What gaps in the Saudi education system did you identify when you first built AILA, and how have those needs evolved since the company launched?
When we started, the biggest gap was that one classroom holds students at very different levels, yet they are largely taught the same way at the same pace. Teachers knew some students were falling behind, but they did not have the time or the granular data to know exactly why. At the same time, national assessments carry high stakes for students, and much of the targeted preparation was happening outside school.
We built AILA to bring that personalized, data-driven support inside the school, where every student can access it.
At the same time, AI itself has advanced enormously since we launched. Models today understand language, reasoning and student errors far better than they did a few years ago, in Arabic as well as English. That has let us do much more than we originally planned: sharper diagnosis, richer and more personal feedback, and a far better experience for students and teachers. Our offering today is stronger than what we could have built at the start.
The need has also matured. Schools are no longer only asking how to prepare students for an exam. They want continuous visibility on learning outcomes across the year, aligned with national standards, so leaders can make decisions based on evidence. That shift, driven by Vision 2030 and the Human Capability Development Program, has shaped how our platform has grown.
Saudi Arabia is investing heavily in education technology as part of its broader digital transformation. Where do you see the biggest untapped opportunities for Saudi edtech startups?
I see three big opportunities. The first is assessment and learning analytics. The Kingdom has clear national learning outcomes, and there is huge value in tools that show schools, in real time, where students stand against them.
The second is scale in the public sector. Private schools have moved fast, but the largest impact will come from solutions that work reliably across government schools, at national scale.
The third is high-quality AI built for our own context. Global tools are not designed around Saudi curricula, assessments, and classroom realities. Startups that build for this market from the ground up, in both Arabic and English, have a real advantage.
More broadly, anything that connects learning in school to what comes next, university and the job market, is still underserved.
Looking three years ahead, what would success look like for AILA in terms of users, markets, and impact?
Today we work with around 100 schools and roughly 65,000 students. In three years, success means having a proven adaptive engine, backed by published research, used by 300,000 students.
On markets, Saudi Arabia will remain our home and our largest market, and we plan to extend across the GCC and the wider MENA region, supported by the new curricula we are adding.
But the number that matters most is impact. We want to show, with independent evidence, that students on AILA achieve measurably better learning outcomes, and that schools using AILA make better decisions because of the data we give them. If we can prove that at scale, the growth will follow.