Rewiring Education: AI, Ethics, and the Future of Learning

 

Introduction

The intersection of artificial intelligence (AI), education, and ethics is no longer theoretical. It is happening in real-time—in classrooms, curriculum design sessions, and national policy debates. As AI systems become increasingly embedded in our teaching and learning environments, we must not only adapt but rethink the entire educational framework.

If we treat AI as just another tool, we miss its transformative potential. AI is reshaping how we learn, how we teach, how we assess, and ultimately, how we define education itself. This post explores three key areas where AI is already forcing us to rethink education: pedagogy and system design, the transformation of the teacher’s role, and the ethical scaffolding required to deploy AI safely and effectively.

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I. From Tools to Systems: Redesigning Learning with AI

In her interview, Sinead Bovell makes a clear point: AI is not merely a classroom supplement—it is reshaping the entire learning ecosystem. This aligns closely with my own experience designing and piloting AI-powered business simulations in high school economics and business management courses using Flintk12.com (AI4TL, 2024).

In my view, 3 main issues needs to address for successfully merging AI into educational frameworks: 

• safe adoption suited for learners, especially minors,
• effective and transparent use,
• clear guidelines, ethical and critical implementation.

This calls for immediate updates to curricula and assessment, and a comprehensive redesign of education systems. 

This emphasizes that AI should enhance, rather than hinder, educational outcomes. Real-time feedback and self-paced learning were identified as beneficial aspects of AI, while the current challenges involve preventing misuse such as cheating and ensuring that deep learning prevails over traditional rote memorization.

A Simulation-Based Approach

Instead of relying on traditional explanatory lectures or group activities, I introduced adaptive simulations using Large Language Models (LLMs) to facilitate decision-making exercises. It was like role playing but with an AI coach providing immediate and personalized feedback. Linked to the unit's learning objectives, Students assumed executive roles in simulated companies, made strategic decisions, and received immediate, personalized feedback from AI. The results were clear: students were more engaged, took ownership of their learning, and developed skills in a context that mirrored real-world complexity.

Bridging the AI Gap in Education through Prompt Design: An Individual Approach

Summary:

• 🏛️ Schools and universities are historically slow to change, creating a gap.
• 🧑‍🎓 Individuals are adapting to AI faster than institutions.
• 🔑 Prompt design is the key skill, not technical AI knowledge.
• 🌟 Strategic AI use can transform both learning and teaching

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Bridging the AI Gap in Education: An Individual Approach

Schools and universities, despite their enduring legacy, are often slow to adapt to rapid technological change (see my blog post A Stagnant Sea). The advent of readily available large language models (LLMs) in late 2023 has created a significant gap between institutional AI strategies (or lack thereof) and the potential for individual adoption. This post argues that educators and students can, and should, take the lead. The rewards are enormous, ever imagined your life if you could do a week's work in one day?

A Trojan Horse or a Tool for Transformation?

Background: The AI Tsunami

It's undeniable: Artificial Intelligence (AI) tools like ChatGPT have arrived, and they're not going away. Students are already using them. The question is no longer if AI will impact education, but how. 

Many are rushing to "AI detection" software. However, as the recent MIT Sloan article, "AI Detectors Don't Work. Here's What to Do Instead," clearly states, these tools are unreliable, prone to error, and can lead to false accusations of academic dishonesty. OpenAI, the creator of ChatGPT, even shut down its own detector due to poor accuracy. This begs the question: what should middle and high school teachers do?

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