Teachers as designers of learning are at the heart of the debate on AI in the classroom
After a conference on AI and education, members ask whether teachers stop being a source of information and how to prevent students from delegating their reasoning.
One view holds that teaching and learning is undergoing a paradigm shift: teachers become designers of learning and guides, no longer the origin of information. Those who share it say they are concerned that students may delegate their reasoning to AI and that critical judgement, reflection and problem-solving need to be fostered.
Another contribution, in favour of that shift, frames it as a question for those who teach: do lessons spark enough curiosity for students not to turn to AI by default, and would it not be more fruitful to start from a research question than from an explanation followed by copying? It adds that AI is already a source of information for many teachers and companies, so what matters would be teaching students to discern critically.
A third contribution points out that, if students are going to live in a world with AI, they should already be preparing for it, and anticipates an interest in an “ethical agentic engineering” approach from an educational perspective. One of the contributions also raises a dilemma: using AI to create content while restricting it in students’ tasks.
Teachers as designers of learning are at the heart of the debate on AI in the classroom
After a conference on AI and education, members ask whether teachers stop being a source of information and how to prevent students from delegating their reasoning.
One view holds that teaching and learning is undergoing a paradigm shift: teachers become designers of learning and guides, no longer the origin of information. Those who share it say they are concerned that students may delegate their reasoning to AI and that critical judgement, reflection and problem-solving need to be fostered.
Another contribution, in favour of that shift, frames it as a question for those who teach: do lessons spark enough curiosity for students not to turn to AI by default, and would it not be more fruitful to start from a research question than from an explanation followed by copying? It adds that AI is already a source of information for many teachers and companies, so what matters would be teaching students to discern critically.
A third contribution points out that, if students are going to live in a world with AI, they should already be preparing for it, and anticipates an interest in an “ethical agentic engineering” approach from an educational perspective. One of the contributions also raises a dilemma: using AI to create content while restricting it in students’ tasks.
