Thursday, October 1, 2026
Perhaps no single development poses the ability to revolutionize life as we know it more than the rise of generative artificial intelligence. Generative AI consists of computerized learning models that learn patterns from large sets and then use this knowledge to create original content like text, images, audio, video and even code.
AI can transform multiple aspects of society, and is already used extensively in finance, law and even medicine. Ultimately, this raises the question, given this transformation: How should schools prepare students for this new AI-driven world?
As is the norm, much of the initial conversation on any such topic begins with an either/or proposition. You’ve likely heard some folks say that they’re ignoring AI, while others say they’re embracing it. As is the case in many such debates, the true answers lie in the middle. Or as Plato said, justice is balance.
Therefore, I would argue that, in education, to AI or not to AI is not the question. Rather, it’s a matter of when to stress artificial intelligence and when to stress human intelligence — or, more precisely, what is the AI/HI dance we are choreographing, and for what purpose?
We framed this at our opening-day presentation with faculty this year around the question, When should we be more 1985 and when should we be more 2025? Many of us long for the days before smartphones, social media and AI.
We long for a focus on human connection and the present moment, and a balance of a life not driven by the constant ping of emails, texts and notifications. In many ways, we would all benefit from being more 1985 in our lives and in our classrooms, but “Back to the Future’s” DeLorean can’t stay there forever.
At the same time, we must be realistic about the capabilities of AI to revolutionize education and to make learning more accessible, as well as our responsibility to prepare students for a world in which AI plays a large role. Perhaps that role is so large that we don’t yet even know its limits.
Given the nature and unpredictability of AI and its impact on society, the best question to ask isn’t, AI or not? Rather, we should be asking a more timeless series of questions, like:
When should we stress HI, or human intelligence, outside of technology?
When does AI stunt the development of human intelligence and skills?
When can AI complement human intelligence, innovation and creativity?
While AI should never fully substitute for human intelligence, it can serve as a valuable tool to clarify and enhance thinking. It can help translate learning materials, offer students who can’t afford tutors valuable feedback and practice, and sort and organize data and information more efficiently. The key is to harness the strengths of
AI without sacrificing the level of human energy and effort that is necessary for healthy cognitive development. AI should, of course, never be used to produce creative material that is presented as one’s own work, or to substitute for the necessary productive struggle of learning and growth.
Schools have the responsibility to guide students through these questions so that students can use AI in appropriate ways that don’t impact the development of their HI, while preparing for a world that will likely have AI at the center of it — but which will ultimately still rely on the face-to-face conversations and collaborations of HI.
Christopher Zublionis, Ed.D., is superintendent of the North Shore School District.
