The dawn of artificial intelligence (AI) in education has sparked both excitement and anxiety among educators.
On one hand, many of us are rejoicing over the convenience of having AI assist with lesson planning, resource generation and assessment tasks – tasks that often consume valuable time.
On the other hand, concerns emerge. Is that essay really written by the student? Are we outsourcing imagination and creativity to algorithms? What exactly are the rules when your co-teacher is a chatbot?
As AI settles into the classroom, the real challenge is not whether we should use it, but how to do so without losing the human connection that makes teaching meaningful.
Curriculum design is a long game, often taking years to develop, test and implement. Meanwhile, AI moves at breakneck speed, evolving in ways that can upend teaching practices within months. To bridge this gap, we need more than just new education standards or syllabi – we need a dynamic and responsive framework that evolves continuously.
This means embracing flexible curriculum structures, integrating AI in teacher education, establishing collaborative learning ecosystems, and most importantly, supporting our teachers every step of the way.
Reimagining teaching
One way to ensure that AI becomes an integral part of the curriculum without being a fleeting trend is the idea of a “living curriculum” – one that is regularly reviewed and iteratively updated.
If we want AI tools to serve education meaningfully, we need structures that allow for fast yet thoughtful integration.
Still, updating the curriculum alone isn’t enough.
The success of AI in education also hinges on how it is enacted in the classroom. By embedding AI literacy into teacher education, we move beyond simply producing more tech-savvy teachers to cultivating stronger teaching practices.
After all, even a less-than-exceptional teacher might occasionally deliver a good lesson with the right tools and support. But sustainable, high-quality teaching demands thoughtful integration of AI into pedagogy – not just excitement over shiny new tools.
To support both effective teaching and meaningful curriculum development, schools and universities must embrace the idea of collaborative learning ecosystems.
By partnering with tech companies, research institutions and AI developers, educational institutions can access cutting-edge tools, insights and expertise. These collaborations can lead to pilot programmes, shared innovations and real-time feedback loops to ensure that the curriculum evolves with AI advancements.
That said, we also need to be cautious. Not every AI tool adds value. Teachers should always ask themselves: Does this genuinely enhance student learning, or are we just using tech for tech’s sake?
Upskilling together
Let’s be honest – this rapid AI evolution can feel overwhelming.
As institutions look outward for innovation, they must also look inward to support the people driving change – the teachers.
We need to make upskilling accessible and ongoing. We need professional learning that builds confidence, not just competence.
We also need each other. Sustained support through peer networks, mentorship and collaborative spaces where we can reflect, share and troubleshoot together is essential. No teacher should be expected to figure this out alone. Yes, systemic reform takes time but that does not mean we cannot act now.
I believe we can build an education system that is agile, inclusive and future-focused. It starts with us: educators who are ready to engage, institutions that are ready to evolve, and innovations driven by real purpose – not just the latest hype.
Teachers must be prepared to stimulate, provoke and challenge thinking. In doing so, we can ensure our students grow up not as passive consumers of AI, but as curious, capable co-creators of the world they will inherit.
Dr Mindy Tay is a senior lecturer and programme director of the Bachelor of Education at the School of Education, Faculty of Social Sciences and Leisure Management, Taylor’s University. She focuses on innovative teaching, particularly the transformative role of AI in education. Her work spans curriculum design, teacher education and educational research, with a strong commitment to STEM education, equity, and expanding meaningful access to quality learning opportunities. The views expressed here are the writer’s own.
