Education in the Age of Artificial Intelligence

Abstract

Artificial intelligence has moved from the margins of educational technology into the daily practice of schools and universities, reshaping how content is delivered, how learning is assessed, and how teachers work. This paper surveys the current evidence on AI in education across four domains: personalized and adaptive learning, generative AI and assessment, the transformation of the teacher's role, and the ethical and governance questions that accompany these shifts. It argues that the most defensible position is neither uncritical enthusiasm nor reflexive prohibition, but a human-centred integration in which AI augments — rather than substitutes for — the judgement, care, and contextual understanding that define good teaching. The paper concludes that the central educational challenge of the AI age is not technological but curricular and ethical: deciding what knowledge, skills, and dispositions learners must develop when machine intelligence is abundant.