In an unprecedented move that has sent shockwaves through the education sector across the Middle East, major UK examination boards have formally cancelled all International GCSE, International A Level, and related qualifications in the United Arab Emirates, Bahrain, Kuwait, and Lebanon for the May/June 2026 session. The decision, announced by Pearson Edexcel on April 2, 2026, and swiftly followed by other awarding bodies, marks a historic regional shift toward alternative assessment methods amid escalating disruptions linked to the Iran war.
Pearson Edexcel, one of the world’s leading international awarding organizations, became the first major UK board to pull the plug on in-person exams in the UAE, Bahrain, Kuwait, and Lebanon, citing the safety of students and staff as the top priority. Emma Whale, Vice President of International Schools at Pearson, explained, “We have long-standing, tried-and-tested contingency processes to support schools through any exam disruption. Our priority will always be to support student progression through their courses, and ultimately to the grade that reflects their performance. We’ll stay in regular contact over the coming months to make sure you are supported at every stage.” According to Pearson, the decision was made in close consultation with local authorities and other international awarding bodies, a point echoed by Cambridge Assessment International Education and OxfordAQA, both of which have enacted similar cancellations and contingency plans.
The domino effect began when the International Baccalaureate (IB) first moved to cancel exams in the UAE, opting instead for a non-exam route using cumulative assessments in exceptional conflict-related circumstances. This action was quickly followed by Pearson, whose announcement underscored the gravity of the situation and set a new standard for international exam boards operating in the region. Cambridge International confirmed that contingency measures would be in place for the June 2026 series, with all UAE examinations cancelled and alternative arrangements still to be finalized. OxfordAQA, after consultations with the Ministry of Education and other boards, also announced the cancellation of all international examinations in the UAE, stating, “After consulting closely with the Ministry of Education, schools, and other international exam boards, we have made the decision to cancel OxfordAQA in the UAE.”
The scope of the cancellations is sweeping, affecting not only Pearson Edexcel’s International GCSE, International A Level, and iPLS qualifications but also Cambridge IGCSE, Cambridge O Level, Cambridge International AS & A Level, and Cambridge IPQ. OxfordAQA’s move includes specific IGCSE subjects such as English as a Second Language, while the IB’s non-exam assessment route is now the norm for its candidates in the affected countries. Indian boards, including CBSE, have also rolled out special assessment schemes for students in the Middle East and West Asia, further highlighting the regional scale of the disruption. Notably, US-based examinations such as AP and SAT appear to be continuing under their standard schedules, with any disruptions managed locally rather than through blanket cancellations.
The rationale behind these sweeping changes is clear: ongoing regional conflict, particularly the Iran war, has created an environment where the safety and integrity of the examination process can no longer be guaranteed. As a result, schools have been instructed to prepare portfolios of evidence or follow cumulative-assessment routes, with formal details and guidance from the awarding bodies still pending. Pearson’s contingency framework, for example, requires schools to submit a portfolio of evidence for external review, including completed classwork, mock or practice assessments, and other academic performance data. Predicted grades may be used in support but cannot stand alone as the sole basis for certification.
School leaders across the region have responded with a mixture of calm resolve and proactive planning. Simon Jodrell, Principal at Jebel Ali School, summed up the prevailing attitude: “We’re continuing to approach this period with a calm, measured focus on both student well-being and academic integrity.” Natalia Svetenok, Principal of Woodlem British School in Ajman, added, “Our priority is calm, clarity, and continuity. Following official confirmation, we will assess students through a carefully curated portfolio of evidence, ensuring every learner’s progress is fairly recognized and externally validated.”
For students and families, the practical questions are immediate and pressing: How will grades be calculated? How quickly will universities and sixth forms be reassured? And will all exam boards align with the direction set by the IB and Pearson? Schools like Nord Anglia International School Dubai and Safa Community School have already guaranteed progression for their students, assuring automatic acceptance into Sixth Form and pledging to do everything possible to ensure ambitions are not derailed. Both Safa Community School and Safa British School are applying for special consideration for all their students to recognize the impact of current events, investing significant effort to support each individual child’s case.
Education authorities, schools, and regulators in the UAE have been widely praised for their coordinated response. Rather than an improvised patchwork, the emerging picture is one of close cooperation among government agencies, international awarding bodies, and school leaders, all working in concert to prioritize student welfare and assessment integrity. Olli-Pekka Heinonen, Director General of the International Baccalaureate, captured the exceptional nature of the moment, stating, “These are complex circumstances that require difficult decisions. The examination route remains our preferred approach but our focus is to ensure every student can continue their education and progress with confidence.”
The move to alternative assessments is not without challenges. Teachers are now under immense pressure to gather evidence, conduct internal assessments, and build robust cases for each student’s final grades. The timeline is tight—OxfordAQA, for instance, has given schools only until June 12, 2026, to submit evidence. Students, too, are urged to focus on all instructions and assessments issued by their schools, as every piece of work may contribute to their final outcomes. The stakes are high: grades awarded this year will determine university placements, sixth form entries, and future opportunities for thousands of young people across the region.
Despite the anxiety and uncertainty, there is a silver lining. The rapid, coordinated response by schools, exam boards, and governments has demonstrated the remarkable resilience and adaptability of the education system. As one commentator noted, “The real story is not simply that exams have been cancelled. It is that the UAE has helped force a serious, globally connected response that recognises the realities on the ground while protecting students from the fallout.”
As the dust settles and new processes are put in place, the focus remains squarely on ensuring that no student is left behind. The region’s response to this crisis may well serve as a model for how education systems worldwide can adapt in the face of unforeseen challenges, always keeping the best interests of students at heart.