Jeff Bordes is the CEO of Astria Learning.
Artificial intelligence (AI) changes more and more various areas of our life, and education is no exception. For example, a 2024 survey Commissioned by the Walton Family Foundation and conducted by Impact Research revealed that 29% of kindergarten in the 12th year and 25% of undergraduate students use Chatppt for the school several times a week. As for teachers, the survey has revealed that 24% use Chatgpt for their work several times a week and that “the more the notes that teachers teach, the more they are likely to encourage the use of the AI chatbot”. In addition, a Autumn report 2025 Sponsored by Turnitin and led by Tyton Partners has highlighted the way in which Genai writing tools are used in higher education. More specifically, 49% of students take advantage of Genai writing tools, and 22% of teachers do the same. Instructions who use these tools have various use cases, the first three “perform prompts via an AI tool to see what students see” (43%), “teach students how to effectively use AI generating writing tools” (35%) and “the creation of more engaging activities in class” (29%).
AI should considerably increase education in person and online. Online education in particular should be affected by AI – which will create opportunities and challenges for EDTECH managers and educators.
Use cases for AI in online education
At a high level, AI can be used in education to assess, analyze and monitor. Based on my experience by integrating AI into my business solution, these are the main use cases I see for AI in online education.
First, with regard to evaluation, AI algorithms can help create more adaptive learning environments in learning management systems, allowing content and pace to adapt according to the individual learning styles of students, as well as strengths and weaknesses. For example, if a system takes up a student who linger on certain types of questions during an exam, he could offer more these types of questions in future quiz. The presentation and sequencing of dynamic content can help each student learn in a way that suits them best and to ensure that educators do not have to maintain an average pace for the class. Anyone can move in the equipment at a personalized and comfortable speed.
The AI can also automate certain assessments and comments, giving educators more time to offer more in -depth information and learning experiences (instead of spending time in routine classification). For example, AI can be used to immediately assess a quiz. He can provide comments and suggest targeted steps that a student can take to improve. The educator can then focus on more complex aspects of learning and provide more personalized advice on deeper concepts.
The AI can also be used to detect the early alert signs of students disengagement and offer proactive interventions to keep them on the right track. If, let's say, a learning management system that incorporates AI opinions that a student begins to connect less or written shorter answers to discussion questions than usual, it can trigger an intervention, such as the instructor alert.
Another use case for AI is to detect plagiarism and the content generated by AI. The tools fueled by AI can draw from large databases to identify the potential plagiarized text instances and can analyze the writing models for the signs that students have used.
Challenges that AI present in education
Although AI can be used to rationalize many aspects of online learning, it also presents challenges.
The greatest risk, in my opinion, is the reduction in human connection. When used to be bad, AI can replace critical face to face interactions that facilitate empathy, collaboration and mentoring. Then there is the risk of prejudice and misleading information. AI models depend on the data they are fueled. The seriously formed AI models can reject the linguistic or cultural standards of different parts of the world or generate misleading results. This can have serious consequences. There is also the risk that students will become exaggerated on AI tools. Their critical thinking could suffer and they may have trouble doing their work without AI. Of course, there are also risks of data confidentiality. If a solution that uses AI is compromised, students' data can be exposed.
It is far from the only challenges in online learning poses, but it is the most pressing that I believe that the leaders and educators of the Edtech should approach.
Navigate AI challenges in online education
EDTECH leaders and educators can each take measures to sail in AI challenges in online education.
EDTECH leaders should prioritize the inclusive design that maintains a human element. More specifically, they should create and implement transparent algorithms based on sound data. They must examine the data they feed in their systems and ensure that it is of high quality. In addition, they should build and maintain human control points, allowing users to replace automated recommendations while having their say in critical decisions. At no time did the AI tools in Edtech solutions should operate without supervision. EDTECH leaders should also clearly tell users where the data of their tools come from, as well as how decisions are made on their platforms. On the data governance side, EDTECH managers should clearly define how the data is kept and put in place measures that reduce the chances of compromising in a security break.
As for educators, they should integrate their unique personalities, their teaching styles and their perspectives in their courses. It is also important that they interact with students and create connection and mentoring opportunities. When they create and disperse the content of the course using the AI, they must check the material and dismiss it for any bias or inaccuracy. Finally, given the rapid rhythm to which the AI evolves, they should regularly upgrade their skills in AI.
AI will not replace human elements of education – empathy, mentoring, creative problems, etc. But when used properly, it can increase online learning by customizing the way students engage with the equipment, rationalization of instructors' work and the facilitation of a deeper level of interaction between students and instructors.
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