THE op-ed When AI Can Do Better, published in StarEdu on May 17, highlighted the growing influence of artificial intelligence (AI) in reshaping education and preparing learners for the demands of the future.
While the benefits of AI are undeniable, we must recognise that education extends far beyond efficiency, automation and information delivery.
Education is fundamentally a human-centred process that involves emotional development, interaction, values formation, and meaningful relationships between teachers and learners.
Excessive dependence on digital technologies, however, may reduce opportunities for authentic human interaction, collaborative learning and interpersonal communication within classrooms.
While AI is capable of analysing academic performance and generating learning recommendations efficiently, the emotional and social dimensions of learning continue to require the presence of empathetic, observant and responsive educators.
The increasing reliance on AI-generated responses also raises important concerns, as overdependence on technology may gradually weaken learners’ ability to analyse, reflect, question and solve problems independently, while encouraging superficial learning practices, including plagiarism and a lack of genuine understanding or intellectual engagement.
Furthermore, discussions surrounding AI integration often assume equal access to digital infrastructure, stable Internet connectivity and technological devices.
Many rural schools, low-enrolment schools and underprivileged communities, however, continue to face limited access to digital devices and a shortage of adults who are able to guide children in the proper use of these educational resources.
While intellectual advancement and digital literacy are important, current educational challenges increasingly highlight concerns related to social instability, bullying, emotional disconnection, cyber misconduct, and the irresponsible use of technology, including AI.
Education therefore cannot focus solely on producing academically capable or technologically skilled individuals.
Equal attention must be given to nurturing socially balanced individuals who are able to communicate respectfully, manage their emotions, resolve conflicts peacefully and interact positively within society.
In many Asian educational traditions, including within the Malaysian educational context, the principle “character before knowledge” reminds us that education should first nurture values, respect, empathy and humanity before academic excellence.
In this regard, the role of teachers becomes increasingly significant not only to impart knowledge but also to cultivate values such as respect, courtesy, kindness, social awareness, discipline and interpersonal understanding through daily interactions within the classroom environment.
Such human guidance and moral nurturing cannot be automated or fully replicated through AI.
As society continues to embrace AI-driven educational transformation, it is essential that technological progress remains guided by human values, ethics and social consciousness to ensure that education continues to develop not only intelligent minds, but also responsible human beings capable of contributing to society.
Although AI may support learning processes and enhance educational accessibility, it cannot replace the emotional presence of educators and their ability to inspire, motivate and guide learners with wisdom and compassion.
Ultimately, the question is not whether AI can perform certain educational functions more effectively, but whether society can integrate AI without compromising the relational, ethical and human dimensions that define meaningful education.
SAMIHA MOHD SALLEH
Kota Tinggi, Johor
