Rethinking AI in Education: Beyond Regulation to Challenging Its Underlying Rationale

While calls to regulate artificial intelligence in educational settings grow louder, critics argue that such steps overlook a more fundamental problem—the very rationale behind embedding AI in schools. The article contends that integrating artificial intelligence is not inherently progressive; rather, it signals a departure from education’s true purpose. Instead of focusing solely on regulation, stakeholders must question and potentially dismantle the logic that promotes technological solutions over more holistic approaches to learning.

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