“Do not use Google” – it was the warning of our time. When the Internet was just starting to spread its wings, teachers feared that this new tool would take us from books and “real” learning to us. Ours was perhaps the latest generation to ride two eras: the analog world of television guides in newspapers and the digital era of streaming and smartphones.
Today, fear no longer concerns Google. This is AI, digital classrooms and the way technology reshapes education. What is the future of learning in a world where AI evolves quickly and knowledge is freely available online? Can digital education replace classrooms or should it only support them?
For all the latest news, follow the Daily Star Google news channel. Regarding education, we need clear guidelines to navigate these unexplored waters. Tools like Chatgpt offer possibilities, but we must decide how – and how much – to count on them. Especially for children, we must distinguish what helps from what could harm. For the love of students, we must learn to control the technology, not let it control us.
For countries like ours, the digital fracture is real. It's never about buying tablets for online lessons. We must think of each child – the one in an isolated village, in a slum and in an apartment in Dacca. If we are serious about equity, we must ask ourselves: is this time to prioritize digital education? Is Edtech really the best solution to deepen educational inequalities?
The truth is that we don't know yet. But we must not ignore the reality of AI and Edtech entering our teaching-learning spaces. Students will use AI; Teachers will do it too. How can we make sure that we become more productive, creative and effective with AI, rather than more lazy, more corrupt and rapid to cut the corners?
Soon, each teaching establishment will need IA experts, just as they need mental health professionals. We must consider training on AI to inform ourselves of the advantages and disadvantages in our educational and daily life. We must also listen to the researchers studying AI and EDTECH, such as the stimulating work carried out by researchers of the Global South on what means of our thought and our perceptions in the AI ​​era, with all its integrated biases.
Let's be honest. AI has the potential, if used judiciously. A powerful promise of AI is its ability to level the rules of the game. In a deeply unequal society, AI tools can offer students less privileged history access to explanations, resources and support that they would not get otherwise. A pupil of a rural school can now ask questions, practice problems and receive comments, all for free. AI will not erase inequalities, but it can offer opportunities based on curiosity and capacity, not only privileges.
However, we have to prepare. The AI ​​in the hands of someone unable to think critically is like putting a sharp knife to an unconscious child. And teaching someone to think critically is not only to teach someone new tips – it's about helping them lead a more significant life.
The reality is that education is more than content delivery. A solid system must also be engaging. The popularity of digital platforms among students reflects real gaps in our traditional classrooms: gaps in excitation, motivation and relevance. Until students like to learn and want to go to school – not just to do it – we cannot blame them to turn to the Internet for what schools do not reach. However, regardless of the quality of online equipment, education is more than learning the facts. A classroom offers a discussion, debate and interaction, not only with teachers but with peers. A 10 -minute video could teach you something. But it's not the same as being in a classroom.
With the already popular and accessible AI, it is time to stop being in denial and accepting that it is naive to say “do not use AI” and expect to be obeyed. If we embrace the AI ​​wisdom – with rules, access, equity and an intention – we can exploit its strength without losing the essence of what education is really. In this new world, our challenge is not to resist change, but to shape it. To ask the right questions. Pape a break before jumping. To ensure that, in the repair of education, we do not forget its objective. Let us not forget that education does not only concern what we learn; It is also a question of knowing how we learn, with whom we learn and the journey to which we take us.
The key is to remain critical and vigilant, but also realistic. We could not prevent the Internet from taking control of our lives, and we will not stop AI either. The challenge is to understand how to coexist – and how to use these new tools for the best, not worse. Learning where to trace the line remains the largest lesson.
Dr Rubaiya Murshed is an economist of education and assistant professor in the Department of Economy of the University of Dacca.
The opinions expressed in this article are specific authors.
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At Learnopoly, Finn has championed a mission to deliver unbiased, in-depth reviews of online courses that empower learners to make well-informed decisions. With over a decade of experience in financial services, he has honed his expertise in strategic partnerships and business development, cultivating both a sharp analytical perspective and a collaborative spirit. A lifelong learner, Finn’s commitment to creating a trusted guide for online education was ignited by a frustrating encounter with biased course reviews.