How early education can build human capabilities for the age of AI
As AI alters the workplace, Masterminds Education argues that preparing children for the future begins with developing distinctly human capabilities early in life
02 October, 2026
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Artificial intelligence (AI) has changed how many industries operate, prompting questions about whether education should evolve alongside the professional world. As AI tools become more widely used, educators and families are reconsidering which skills children may need and how schools can help develop them.
If the professional world has evolved to embrace these tools, should the educational sector evolve in the same way? The debate has centered on what children should learn, how schools should use AI, and which future jobs may disappear or emerge, all in relation to the role of education in 2026.
While this discussion focuses on how AI can be used, Masterminds Education has instead emphasised human capabilities: Which skills may become more valuable as machines become increasingly capable, and when are their foundations built?
Masterminds education insights
In the Knowledge at Wharton article, “Building Brain Capital: Why Early Childhood Education Shapes the Future Workforce and Economy,” experts associated with the Wharton Neuroscience Initiative and Masterminds Education argue that the foundations of adaptability, judgment, emotional regulation, creativity, and lifelong learning begin developing much earlier than most discussions about the future of work suggest. Their argument connects early childhood learning with brain capital and considers how early learning environments can support capabilities that remain important later in life.
For Shamail Siddiqi, co-founder and CEO of Masterminds Education, these ideas are not simply theoretical. They reflect principles that have shaped the education model the organisation has developed in the UAE over more than a decade, including small learning groups and the integration of intellectual, physical, social, and emotional development. Masterminds’ experience in this area is now contributing to a broader international research and thought-leadership conversation around brain capital, the combination of brain health and brain skills that underpins human capability. These principles are also reflected in Masterminds Education and its approach to early and elementary education.
What is Brain Capital?
Brain capital broadly refers to the brain health and brain skills that underpin people’s capacity to learn, adapt, create, work with others, and contribute productively throughout their lives.
Early childhood is an important period marked by increased neuroplasticity, allowing experiences to significantly shape developing neural systems. Language, movement, relationships, emotional regulation, music, intellectual challenges, exploration, and social interaction all play roles in this development. Importantly, these elements do not function in isolation.
As Dr Michael Platt, faculty director of the Wharton Neuroscience Initiative and Chief Neuroscience Adviser at Masterminds Education, details, “Children do not develop in silos. Cognitive, physical, social, and emotional systems are deeply integrated. Movement shapes brain architecture. Social interaction scaffolds language and reasoning.”

What is developmentally aligned early education?
Beginning education early does not automatically make it developmentally effective. The nature and quality of the learning environment also matter.
The phrase can sound technical, but the underlying idea is straightforward. Developmentally aligned education is education designed around how children actually grow and learn. It means creating environments in which children are intellectually stretched while also developing language, movement, confidence, emotional regulation, social capability, and curiosity. This approach can be seen in the Early Years program at Masterminds.
At Masterminds, children are taught in small groups, allowing teachers to monitor their progress carefully, engage in ongoing conversations, tailor challenges, and offer more personalised interactions. “Small groups are not simply about giving children more attention,” says Siddiqi. “They fundamentally change the developmental environment. A teacher can understand each child more deeply, respond more quickly, and create more opportunities for children to speak, question, explain, struggle, and master something.”
Why this matters even more in the age of AI
Artificial intelligence highlights the growing importance of this distinction. AI can now access information, produce complex content, analyse vast data sets, and carry out cognitive tasks once requiring extensive human expertise. However, this does not diminish the value of knowledge.
In fact, deep knowledge may become even more important because people need sufficient understanding to assess whether an AI-generated answer is insightful, superficial, or simply wrong. But knowledge alone is no longer enough. Children will increasingly need capabilities like judgment, adaptability, curiosity, creativity, self-regulation, communication, and the ability to continue learning throughout their lives. The Early Years program, for example, presents intellectual development as part of a broader educational model rather than as an isolated objective.
This is where early childhood may directly impact the future economy. While a four-year-old isn’t yet developing workplace judgment like an executive, the essential skills that support later judgment, perseverance, communication, and adaptability can start much earlier. These could include attention, language, self-regulation, curiosity, social skills, and increasingly complex problem-solving.
Preparing children for an unknown future
Perhaps the greatest challenge facing parents today is that nobody can accurately predict the economy their young children will eventually enter. AI makes that uncertainty even greater. Trying to anticipate every technical skill a four-year-old may need in 20 years is unlikely to be successful. Helping a child become capable of learning, adapting, reasoning, communicating, and creating may offer more durable preparation.
“We may not know what jobs today’s children will eventually have,” Siddiqi says. “But we can know the type of mind we want to help develop—knowledgeable, curious, adaptable, confident, socially capable, and able to keep learning. If we build those foundations properly, we give children something much more valuable than preparation for any single future.”
Countries seeking to participate in the AI economy will require technology, capital, and infrastructure, but they will also need people capable of exercising judgment, adapting, and continuing to learn. The brain-led approach to learning presented by Masterminds Academy reflects the view that these capabilities begin developing early and depend considerably on the kinds of educational experiences children receive.


















