Abstract

The widespread availability of AI systems raises questions that concern not only teaching tools but also the nature of learning itself. If previous technologies made information increasingly accessible, AI now assists with reasoning, writing, synthesis, and problem solving, forcing educators to reconsider the meaning of assignments, assessment, and the competencies students need to develop. The paper therefore focuses less on offering definitive solutions than on articulating some of the educational questions that deserve immediate attention.

Several examples of learning activities are discussed. Students may critically analyse AI-generated errors and unsupported claims, verify cited sources, document and reflect on their interaction with AI during writing activities, or learn to formulate effective prompts as an emerging communicative competence. These activities shift the educational focus from task execution toward metacognition, critical reasoning, and informed decision-making. The paper also highlights the ethical dimension of AI, particularly the challenge of epistemic manipulation through synthetic texts, images, and videos.

The central claim is that educational transformation will not derive from AI itself, but from the ability of educators to redesign learning processes that cultivate critical judgement, responsibility, and conscious collaboration with increasingly capable cognitive technologies. This transformation concerns two complementary sets of competencies: those students need to develop in order to interact critically and responsibly with these technologies, and those teachers need to design and guide the educational processes through which such competencies can be developed.

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