Artificial Intelligence (AI) is rapidly transforming the way people learn, creating both opportunities and challenges within education. As schools increasingly adopt new technologies, questions arise: will AI enhance the learning experience, or will it replace the human touch that defines it? This conflict has become one of the defining debates of modern education.
In classrooms today, AI is increasingly being used to personalize learning. Instead of a one-size-fits-all approach, adaptive platforms now adjust to each student’s pace, helping some advance more quickly while providing others with additional support where needed (Holmes, Bialik & Fadel, 2021). Teachers are also using AI to help with grading, lesson planning, and generating practice exercises. Mr Dickinson, the IB computer science teacher at Graded, says, “AI’s great at spotting patterns and learning from data, but it’s not perfect; it still needs a teacher to make sense of what the patterns and specifics mean”. According to Mr Dickinson these tools, while not perfect, are extremely useful as they let teachers spend more time interacting with students, rather than just managing paperwork.
At the same time, there are more and more discussions about the skills students will need in the near future. Progressively, traits like critical thinking, adaptability, and digital literacy are becoming as important as some traditional subjects. Mr Dickinson adds, “The most important skill when working with AI is knowing how to give the correct instructions and to spot mistakes . AI is useful and can give very quick answers, but if the wrong instructions or questions are asked, then misinformation or wrong answers can be given.” His perspective reflects a wider shift in education toward preparing students not just to use technology, but to challenge it, question it, and use it responsibly. As UNESCO (2023) notes, AI in education must always be guided by inclusion, human oversight, and ethics.
Despite its promise, challenges persist. Concerns about data privacy, bias in algorithms, and unequal access to AI tools raise questions of fairness. Some schools and regions have access to advanced platforms, while others lack the funding or internet infrastructure to use them effectively (OECD, 2021). This creates a widening gap between privileged and unprivileged learners. If AI can fulfil its potential, these inequalities have to be addressed through training, fair policy, and access to technology that doesn’t depend on income.
The evidence shows that AI is no longer a distant concept; it’s already changing how students learn and teachers teach. For today’s generation, the skills they learn in classrooms will directly impact readiness for careers that may not yet exist. The schools that thrive will be the schools that integrate technology responsibility, balancing efficiency with empathy and innovation with the irreplaceable value of the human touch.
Sources:
Baker, T., & Smith, L. (2019). Educ-AI-tion Rebooted? Exploring the Future of Artificial Intelligence in Schools. Pearson. https://www.pearson.com/policyinsights/future-of-education/artificial-intelligence.html
Holmes, W., Bialik, M., & Fadel, C. (2021). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.
OECD. (2021). AI and the Future of Skills, Volume 1: Capabilities and Assessments. OECD Publishing. https://doi.org/10.1787/7a0ee33a-enUNESCO. (2023). AI and Education: Guidance for Policy-Makers. https://unesdoc.unesco.org/ark:/48223/pf0000386031
