Coding and AI Education for Kids in Riyadh

Students in Riyadh, especially those between 12 and 16, are competing for university places at home and abroad that now look beyond grades. Having real coding and AI projects gives a student a clear edge when applying, particularly in a city where competition for seats at strong local universities and scholarship programs is intense.

Every level at the academy ends with a real project a Riyadh student can add to their personal portfolio, whether targeting a local university or a scholarship abroad. Because the projects are dated and cumulative, a student applying at 16 can show admissions staff a multi-year record rather than a single last-minute effort assembled the summer before applications close.

For Riyadh families weighing extracurricular options against a demanding school calendar, this kind of long-horizon evidence is often more persuasive in an application than another certificate of attendance, since it shows sustained interest rather than a single weekend workshop.

As the capital, Riyadh sits at the heart of the Kingdom's digital transformation, and its schools have gradually been introducing computing skills into education. Learning to code now aligns a child with this broader direction rather than waiting for it to reach the formal curriculum, and Riyadh families are often the first to feel the pull of that shift given the concentration of technology employers and initiatives in the city.

Children who start early in Riyadh enter this future with real confidence rather than catching up later. A child who already understands basic programming logic is better prepared for whatever computing content eventually lands in a Riyadh classroom, because the fundamentals will already feel familiar rather than foreign.

This head start also matters for AI specifically, since many of the tools now used in Riyadh schools and workplaces are built on artificial intelligence, and a child who understands how such systems are put together approaches them with more judgment than a child encountering the ideas for the first time.

The academy is led by Abdulrahman Masoud, a software engineer who has spent more than seven years actually building technology products, so what a child learns is grounded in real practical experience. Instruction draws on real habits from software work rather than generic worksheets, which shows up in how projects are structured level by level.

The path spans five levels and 48 live lessons, moving from Scratch to backend basics, with a real project closing each level. Each level in Riyadh classes runs on the same structured pace, so a family knows exactly what a child is working toward at any point in the year rather than relying on vague progress reports.

On completing each level, the student receives a certificate of completion that clearly documents their progress, and because Riyadh groups stay small, the instructor can catch a misunderstanding in a specific concept before it quietly turns into a gap several levels later.

Because Riyadh is known for heavy evening traffic, online lessons become a practical solution that saves real time and effort, with no need to cross the city after a long school day. A family in the north of the city no longer needs to weigh a coding class against an hour lost each way to reach an activity center elsewhere in Riyadh.

Groups stay small, capped at six students, and parents receive an update after every project so they can clearly follow their child's progress. That update matters in a city where many parents are themselves juggling demanding work schedules and welcome a clear, short summary rather than needing to sit through a lesson to know what happened.

Because the format is fully online, a Riyadh household with more than one child can also schedule multiple levels back to back on the same evening, keeping the whole week simpler rather than adding another separate errand to an already full calendar.

In the first level, the child designs their own game using Scratch, then builds a personal web page with HTML, before moving on to writing real programs in Python. Each of these projects is something a Riyadh student can demonstrate at home the same evening it is finished, not an assignment that disappears into a notebook.

From there they take on an AI-assisted project, and close the path with a small backend project showing how applications work behind the scenes. By the final level, a student understands not just how something looks on screen but how the underlying logic and data behind an application actually function.

These projects accumulate into a genuine portfolio a Riyadh student can present later in any academic or professional context, whether that is a university interview, a school technology club, or an early internship application.

After every project, a Riyadh parent receives a specific update describing what the child built that week, so there is never a need to guess what actually happened in a lesson. The update points to a real file, game, or page the child made, something a parent can look at directly rather than take on trust.

At the end of each level, the certificate of completion marks a clear milestone, and alongside it sits a finished project the child can explain in their own words, describing what it does and how it works. That pairing of a certificate and a working project is a much clearer signal of genuine learning than a single test score.

Across a full year, a Riyadh parent should see a child progress from a simple Scratch game to writing real code, and eventually to a small AI-assisted or backend project explained with confidence. By that point the child has a concrete body of work to show a school, a relative, or later a university, built steadily rather than assembled at the last minute.