Time for a pedagogical shift . . .
However, as AI becomes part of a teacher’s daily workflow—whether for planning, drafting materials, or managing administrative tasks, attitudes are starting to change. What has not yet fully occurred, however, is the pedagogical shift inside the classroom. That transition requires us to design learning experiences that go beyond mere content creation—something AI can easily automate—and instead cultivate critical thinking, reflective judgment, and meaningful feedback.
Developing usage, however brings a gain in the form of time and that can be used to dedicate more energy to formulating good questions, asking students to analyze, interpret, and decide, instead of repeating information. This is not a simple pedagogical option; it is the explicit demand of the labor market. The World Economic Forum’s Future of Jobs Report 2023 ranks “analytical thinking” and “creative thinking” as the two most crucial skills for workers in the next five years. “Memorization” does not even appear among the top ten rising skills; in fact, it is considered a declining one.
. . . to meet the needs of a changing world
The fact is that AI is becoming part of the real world. For example, in Spain, hospitals of the Catalan Health Institute (ICS), including the Vall d’Hebron University Hospital, use AI to improve breast cancer diagnosis through digital analysis of histological samples and advanced algorithms. This is just one of many AI applications being developed to improve a community’s health provision.
And there is much more underway. According to the IBM Global AI Adoption Index 2025, 51% of large organizations worldwide are now actively integrating AI into their daily operations—an increase of over 10% since 2023. This data, consistent with similar findings from PwC’s 2025 Global AI Business Outlook, confirms that AI has already moved from experimentation to full-scale deployment across industries. This is the real working world our students will face: one where AI is not a “cheating” tool, but an essential cognitive collaborator—just as the calculator once was for an engineer thirty years ago.
The question we must ask ourselves is stark: Are we preparing students for that world, or are we still preparing them for a world that no longer exists? Every technological advance forces us to redefine what “to know” means. The essential thing is not to resist change, but to ask ourselves what kind of humanity we want to preserve. Education cannot be limited to teaching how to use new tools: it must help us understand how each tool transforms who we are. In the age of augmented intelligence, the true mission of school will not be to compete with technology, but to teach us how to be human in an intelligent world.