Dear Tarek Elmourad ,

Using artificial intelligence in education offers potential opportunities and advantages—but it also comes with challenges and potential drawbacks. In this exploration of the pros and cons of AI in education, we delve into potential benefits ranging from teaching assistance to individualized learning, while also shedding light on the ethical considerations surrounding bias, misinformation, and the future of educators’ roles. The intersection of AI and education is a dynamic landscape where innovation meets apprehension. It's critical to navigate this terrain thoughtfully.

https://www.waldenu.edu/programs/education/resource/five-pros-and-cons-of-ai-in-the-education-sector

https://www.youtube.com/watch?v=dYPemi4Lakc

Regards,

Shafagat

Yes, but through a purpose-driven approach, please refer to this paper:

Article Shifting the narrative: From technocentric to purpose-driven...

There is no abstract Ayman Hefnawi

Article Shifting the narrative: From technocentric to purpose-driven...

There is an intensifying discourse about the increasing cap-

abilities of artificial intelligence (AI) and generative AI

(GenAI) and their potential to improve education in diverse

ways. This discourse is predominantly technocentric, focus-

ing on the benefits of integrating AI, the challenges of its

adoption, and the strategies educators should employ to

implement this technology effectively (Tyson and Sauers,

2021). Much of the existing research on AI adoption in edu-

cation focuses on the ‘what’ and ‘how’, often neglecting the

more fundamental and critical question of ‘why’. In other

words, current discussions frequently prioritise the practical

benefits of AI in education—such as enhancing efficiency,

enabling personalisation, and improving access (Singh

et al., 2025)—without critically examining whether these

outcomes align with the broader purposes of education.

The purpose of this opinion piece is therefore twofold.

Firstly, it aims to bridge philosophy and technology: while

most research in AI education remains grounded in technical

or pedagogical frameworks, this paper positions AI within a

broader philosophical and societal context. This lens is

crucial for addressing ethical, equity, and human-centred

concerns that are mostly overlooked in discussions of AI’s

role in education. Secondly, it emphasises purpose over

utility: AI adoption is frequently framed in terms of effi-

ciency, personalisation, or access (Singh et al., 2025). By

examining the purpose of AI adoption through Biesta’s

framework—as an exemplar of the broader purposes of edu-

cation—this opinion piece ensures that the ‘why’ of AI adop-

tion takes precedence over the ‘how’. Together, these aims

provide a critical foundation for rethinking AI’s role in edu-

cation, moving beyond technical capabilities to address

deeper questions of value and impact.

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In education, it is important to develop a person and their abilities. The use of artificial intelligence should only be used as an editor for operations or actions, or as a system for searching and processing data.