The greatest educational tragedy of the twenty-first century is not the emergence of artificial intelligence itself, but the failure of educational systems to adapt to it. Every sphere of human life is undergoing rapid transformation, and education is no exception. Teaching methods, learning environments, educational outcomes, and even the purpose of education are being reshaped by artificial intelligence (AI). Simultaneously, humanity itself is witnessing the transition of two generations. While the older generation, educated during the last quarter of the twentieth century, continues to rely on traditional pedagogical practices, Generation Z and Generation Alpha are entering a world that demands entirely different competencies.

Unfortunately, many educators continue to emphasise conventional classrooms, blackboards and whiteboards, handwritten notes, teacher-centred instruction, memory-based examinations, and the awarding of degrees primarily to students who can reproduce information rather than apply knowledge creatively. A similar attachment can be observed in the continued emphasis on Bloom’s Taxonomy. Originally developed in the 1950s and revised in the 1990s, Bloom’s framework undoubtedly revolutionised educational thinking in its time. However, the educational landscape has changed dramatically. AI systems can now perform many of the cognitive functions represented in Bloom’s hierarchy, including remembering, understanding, applying, analysing, and even creating. Therefore, instead of treating Bloom’s Taxonomy as a timeless framework, educators should reconsider and redesign it, considering........

© Daily Times