We stand at an inflection point in human history. Artificial Intelligence (AI) has moved from the realm of speculation to omnipresence — impacting significantly how we work and learn. Algorithms today compose music, design software, diagnose diseases, and mimic human reasoning. What began as a search for efficiency has become a new way of seeing and shaping the world.

As machines increasingly acquire the capacity to process, analyse, and even “think”, the critical question before educators is not how to outpace technology, but how to prepare humanity to live wisely with it. If easily available AI applications can effortlessly assimilate existing knowledge from an ocean of resources, what then remains the purpose of institutional education?

The emergence of AI challenges every assumption about work and learning. For centuries, education focused on accumulating and transmitting information — on teaching students what to know. But in an era when information is abundant and often machine-generated, that approach has lost its primacy. The era of rote knowledge accumulation — of swallowing as much information as possible — is gradually coming to an end.

Therefore, with the advent of AI, the crisis we face is not a shortfall of information, but a deficiency of judgment. When a large language model (LLM) can produce an articulate analysis a few thousand words long in a matter of seconds, the human advantage lies not in replicating that skill, but in interrogating it — in asking whether the reasoning holds, whether the evidence is sound, and whether the conclusion is intuitively........

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