AI is now influential in the way we learn and understand new things. The challenge for schools is how to infuse AI to permit a new way of teaching to take shape. A pedagogy in which the teachers’ pedagogical actions are co-orchestrated by AI in multiple simultaneous classroom events.

Learning inside this frame is built on uprightness and scholarship. And it is demonstrated best by students who are able to read, comprehend, analyse propositions, and synthesize new wholes using inputs from AI in pursuit of Real Intelligence. It requires standing on the shoulders of giants, and explaining how their ideas, and insights are fresh or different.

Learning is not about grades. It is about igniting the slow fuse of the imagination, as we make our possible worlds using our actual minds, especially since the world we have made remains unfinished, and incomplete.

Ideas never emerge full-blown, they are “created piece-meal ad hoc” from “unexplored connexions,” from “possibilities half-disclosed”. In this “ferment” lie minimum viable products searching for disclosure.

Education orders a ferment already stirring in the mind. It does not transmit a pre-set framework upon the commotion rousing in the mind. The human is not a passive observer of a reality bifurcated from itself. We make the world with our minds.

This process must avoid at all costs the plague of essay mills that peddle pre-packaged papers. Many commercial assignment mills incentivise this process using social media, with buy-one-get-one-free deals, loyalty programmes, and cashback offers. This menace has not faded with enlightenment. In fact, AI has now buttressed the workings of these mills with AI-generated plagiarism using the content in “shadow libraries”.

The “normalisation” of cheating using essay mills has made many students faintly aware that they are only cheating themselves. What is certain is that the pace at which AI is improving makes it very difficult for schools to outrun it.

The student using the text produced using AI may not be aware that the content has been plagiarised. When asked to produce a list of references students must be deeply mindful that the list AI provides may not be real. AI models can also produce incorrect, biased, or outdated information. In pursuit of Real Intelligence students must verify the accuracy of AI-generated content using reliable human sources before including it in their submissions.

If the intention is to publish the work, there may be legal and ethical issues to consider when using AI. Publishers now have guidelines for incorporating AI-generated content into work. Students must also be cautious when interacting with AI models and must not supply sensitive information, including personal, confidential, or proprietary information or data. There is no privacy.

Generative AI content was once considered a nonrecoverable source as it couldn’t be retrieved. Different users providing an AI platform with the same prompt receive inimitable responses.

However, newly developed third-party tools such as ShareGPT and AI Archives now allow students to share output from ChatGPT by producing an archive of the content and a custom link. Some citation styles have even begun to develop guidelines for citing some AI platforms and other generative AI content. This requires nurturing novel digital skills.

These tools are useful for citing your use of AI. ChatGPT has also recently introduced a link-sharing feature. However, if a conversation is deleted from your account, the link will also break. The use of AI in projects must be acknowledged and cited correctly in the body of the text and/or in the bibliography.

Once AI is used to produce the work, the document must indicate: inclusion in a methods section, and an appendix that provides a full transcript of any prompts and AI-generated responses.

Every child brings a different set of fore-structures and schemata to the occasion for learning and has a different mind-set, a unique profile of intelligences, masters the content in each domain at a different pace, and has different interests and preferences.

Adding AI technologies allows a tutoring bar to change with the student’s learning process and creates an opportunity to educate students of all learning styles. AI will also meet the demand for 24/7 self-service and assistance from anywhere and at any time. Interaction is instant. Updates are regular.

Education can no longer be concerned with the transmission of information. It must be about how the teacher is transformed in transforming the learner and the text and how the three- the text, the teacher, and the pupil, change the world.

Education must be about being an active participant in opportunities to uncover understandings in the nexus among the horizons of the text, the teacher and the learner. All three are transformed in the process of learning and are bent and broken by understanding. It is difficult. And difficulty is the point.

For Paulo Freire, education needs to focus on formation, transformation, and, ‘concientization’ with the latter being a method of becoming aware one’s social and cultural realities in order to initiate change. Such a focus centres education on economic shifts, GDP profiles of the most productive sectors of the future economy over the next three decades, inherited immobility, economic competitiveness, entrepreneurship, and global citizenship.