LoadingLoadingLoadingLoadingArab school systems ask science teachers to move between Arabic explanation and English technical terms. This study evaluates an ALU in-post postgraduate education pathway for STEM teachers in Lebanon, Jordan and the UAE. Lesson observations showed better concept explanation when teachers were assessed on a bilingual board plan, not on an English-only micro-teach copied from a UK PGCE. Teachers in shift schools needed asynchronous video observation. ALU’s education faculty should refuse to import a monolingual teacher-training script. An Arab digital university exists to raise the quality of bilingual explanation in the schools that already employ its students.