Artificial intelligence technologies, alongside opportunities such as broader access to educational content, expanding the scope and quality of academic and instructional projects, and applying advanced programs, also pose certain risks. These include enabling students to falsify assignments, threatening personal security, negatively impacting relationships among students and between teachers and students, and spreading false information. In short, this technological innovation demands a fundamental restructuring of educational systems in many countries. Otherwise, schools may become overwhelmed with fraudulent outcomes and conflicts. Developing nations, in particular—those that have not yet fully harnessed the internet's potential or resolved internet accessibility issues—may face additional challenges.
A blanket ban on the use of artificial intelligence in schools or during lessons—such as prohibiting access to AI through phones, tablets, or computers—is irrational, ineffective, and counterproductive. Instead, education systems must learn to coexist with AI and adapt themselves to this technological breakthrough.
First and foremost, the scope of AI integration in schools must be clearly defined. This includes regulating the relationship between companies offering AI technologies, school administrations, teachers, and students. Additionally, all stakeholders in the school must be taught how to use AI systems in a way that does not threaten rules or personal rights.
Secondly, just as basic computer and internet literacy is currently required from school administrations and teaching staff, it is now time to require competencies in using AI technologies. Without this, a generation adept in using technology may begin to dominate interpersonal dynamics, potentially disrupting the current educational structure. In other words, students surpassing teachers in terms of technological proficiency could lead to a loss of control.
Curriculums also need to be revised. Programs, teaching methods, lessons, and assignments must be designed with AI-using students in mind. AI should not be outright banned, but neither should students become overly dependent on it to the point of losing their critical thinking abilities. The new curriculum must consider the co-existence of students and AI, focusing on how students can further develop their abilities with the help of AI. Otherwise, we risk producing a generation either incapable of working independently with technology or entirely reliant and mentally subdued by it.
This process also includes reassessing the evaluation system. For example, traditional tasks like essay writing may no longer accurately reflect a student's abilities. Homework assignments that have long been considered standard should also become obsolete in the face of technological advancement. Continuing to rely on outdated formats in the age of AI, as we already did in the internet era, is a deliberate neglect of developing thinking skills. Assignments should be reshaped to emphasize reasoning, public speaking, and analytical explanation. Moreover, central educational authorities must explicitly define whether AI is permitted or prohibited in assessing students’ tasks and abilities. If permitted, specifying the ethical framework under which AI algorithms may operate can help prevent conflicts.
Thirdly, ethical standards for using AI in schools, colleges, universities, and institutes must be developed. These rules should be introduced to all stakeholders—officials, teachers, students, and learners. Importantly, these regulations should not result in banning AI but rather promote its integration into educational processes. The rules should emphasize protecting personal dignity (e.g., not using AI to manipulate others' images, audio, or video) and safeguarding private data when processed through AI systems. At the university level, it’s also crucial to avoid disclosing state- or regionally significant research projects to AI systems in full, although this does not imply a total ban on AI usage.
In some countries, internet technologies were once treated as competitors to the educational process and subsequently excluded. This ultimately led to internet platforms dominating educational content. The resulting generation uses these platforms ineffectively and fails to harness their potential for innovation. If AI is viewed similarly and simply banned, we risk losing yet another generation. Instead, it is essential to teach students how to work with AI and apply it effectively in subjects like history, chemistry, physics, and mathematics. This approach fosters—not hinders—cognitive development. AI, used as a support tool, can help students think more critically and solve more complex problems. Therefore, educational institutions should stop teaching tasks that AI can already perform. Otherwise, we will continue to produce graduates who are not in demand. Instead, students must be taught to engage with AI effectively, fostering competitive thinking, research, and analysis.
Fourthly, AI can help streamline school operations and processes, reducing administrative and teaching burdens. This would allow teachers to focus more on teaching and improving their professional skills. AI can assist in analyzing students’ behavior, emotional and mental states, and enhancing cooperation between schools and parents.
Nevertheless, no country has yet successfully implemented the integration of artificial intelligence into its education system. At present, only a few countries have developed specific programs in this area. In particular, countries with centrally governed education systems are increasingly struggling to respond to the rapid development of AI and to adapt their curricula accordingly. As a result, they are faced with three main options: liberalize their approach to education, update curricula annually, or retain outdated materials in technology-related subjects for several years. While the first approach offers a genuine solution to the situation, the second leads to wasted resources and system inefficiencies, and the third negatively affects graduates' competitiveness in the labor market.
Currently, 9 out of 10 countries that have published official guidelines for implementing AI in education belong to the democratic bloc. Despite its governmental structure, the United Arab Emirates is also considered a country that provides an open environment in the fields of education and technology. It can be observed that countries with a tradition of open educational environments began adapting their systems to the AI era earlier. Consequently, they are more likely to produce competitive professionals in the AI field and gain a strategic advantage on the global stage by becoming a vital hub in the AI sector.
For the remaining group of countries, the time has come to reconsider and reform their education systems.