The future for education in the AI Age is still about learning, connecting and growing.
Recently, many future scenarios have been sketched and written down on how education will change under the influence of artificial intelligence. These include scenarios where AI as a kind of universal teacher can teach us everything, and that we would no longer need teachers and trainers. After all, AI can explain any subject at any time, in any language, at any level and in any multimedia form. This too easily ignores the fact that learning is not so much a process of knowledge transfer, but primarily an emotional process in which we desperately need each other. So the future of education in the AI era is not technological but human. Everyone realises that we will have to organise education differently, but it is not easy to change an institutional stronghold that is deeply rooted in our society, and enshrined in laws and financial constructs, just like that and arrive at an unambiguous vision that is widely supported. However, we have entered a new era. And that really requires a different way of looking at how we design education and especially, how we as education (and L&D) professionals deal with it ourselves.
In this blog, I outline some elements for a future vision in which AI is not just highly useful smart technology, but above all an ally that helps students and teachers grow together in a dynamic, inclusive and sustainable learning environment. I have tried to summarise the key elements for future scenarios. And as far as I am concerned, it starts with a more current vision of learning.
A new learning paradigm
In the industrial age, we have often viewed learning as a form of knowledge transfer. However, a variety of (neuro-)scientific studies have shown that learning is primarily an emotional process, whereby our emotional responses to experiences are encoded in our brain. Those stored encodings are how we remember and apply something (permanently). This is how we learn. The prerequisite for learning is that we care about it personally. What we care about is what we want to learn for. If this is not the case, we may bravely learn it temporarily from outside for study credit, but then forget about it again. So imparting knowledge in the form of lessons in a classroom is not very effective, and also takes up a lot of teachers' time that could much better be used for human attention in other forms. And that is much needed if we just look at dropout rates in our current education system. Meanwhile, technology is changing what and how we learn. The advent of the internet, for example, has already changed how we use knowledge. If we want to know or need something, thanks to A.I., we just look it up. If we need it more often, we remember through repetition. Google and YouTube have proved hugely successful A.I. learning systems in this respect. But what if students don't realise that something is important to learn? If you want to move people to learn something that they may not yet realise the importance of, the key is to create challenges that initiate learning. This calls for learning environments other than buildings with only classrooms, for more personal attention from learning process facilitators, and forms of learning where A.I. is not used to optimise an old educational model, but to facilitate new forms of learning. Including simulations, real-life scenarios, collaborating on solutions, supported by A.I. etc.
The changing role of teachers
We have been shouting it for years, but A.I. is going to make it more possible than ever: in the near future, the role of the teacher will shift from knowledge transferor to facilitator and coach. Knowledge will be available in the form of validated resources, A.I. assistants, etc. The teacher challenges students to have new learning experiences, supported by resources, simulations, virtual worlds, assignments based on real-life scenarios. This requires teachers to have as much knowledge and expertise in A.I. as in their content area.
Symbiosis between physical locations and digital learning environments
Although AI offers powerful digital capabilities, physical contact-bound learning remains central. Learning is and will always be a social process, and people need each other to grow. Physical encounters take place in buildings with fewer classrooms, but with more other spaces, which especially invite collaboration and dialogue. Digital tools such as AI student assistants and adaptive learning environments enhance this process by providing personalised support. A great example is Mindlabs in Tilburg, where the university, HBO and MBO have already taken wonderful steps to shape such a new learning environment.
Cross-curricular and lifelong learning
The division between subject areas is blurring. As in the real world, students learn skills in an integrated and hands-on way. Here, AI can provide life-like simulations and support in multiple languages so that learning is always relevant and accessible. This calls for less "curricula solidified in time" and more space to incorporate the latest developments from practice into the learning process.
Sustainability as a foundation
By putting sustainability at the heart of our work, we can prepare students in every conceivable subject area to face the greatest challenge of our time. From the physical school environment to curriculum content, everything should be able to contribute to a future where people and planet are in balance.
Greater equality through personalisation of learning and more personal attention
AI makes it possible to personalise learning pathways to a great extent. Students learn at their own pace and in their own way, guided by learning masters from the 21e century who understand their craft, know how people learn, can work excellently with A.I. applications and spend most of their time giving attention, individually and in smaller groups. This helps combat opportunity inequality. This creates an environment where no one has to be left behind and everyone comes into their own.
The A.I. future is human.
The future of education in the AI era is still about humanity, connection and growth. However, it is not about integrating AI into education, but about integrating education into the AI era. AI is a powerful tool, but the key lies in how it supports us in becoming better as human beings. By combining technology and human interaction, we create educational environments where everyone can be the best they can be. This requires a vision based on the latest scientific insights of how people learn, new educational logistics and different learning environments, different interpretations of various roles, but above all a lot of collaboration with all stakeholders
However, technological developments always move much faster than we as humans can adopt it. Initially, we often use new technology to optimise existing educational practices. And in itself, there is nothing wrong with that. After all, that is how we learn. This is also known as the horseless carriage syndrome: the first cars looked like a carriage without a horse, only later did we discover (read: learn) that a motorised 'carriage' had to be designed very differently. And a lot of accidents had to happen before we finally agreed on traffic rules only 15 years later. It is therefore good that, besides seizing opportunities that AI as a technology has to offer to realise a better future for mankind, we simultaneously have robust debates about ethics, safety, privacy and what we do and do not want with it. In short: we face a big challenge that we can only meet by continuing to learn by ourselves and with each other.
