Artificial Intelligence in Education: Better to Ask Some Questions Than Knowing All Answers

Thurber knew it all too well. Ask before you jump to conclusions.

For the past few months, most educational organizations that reach out to me have had the same objective: to integrate artificial intelligence "at some level” into their academic-pedagogical routines. They have done so because they feel absolutely pressed by a reality that is increasingly part of our lives – but one that is still poorly understood.

This pressure comes from the daily bombardment of information about the “power” of AI. Here are some recent examples:

1. CNN Brasil (09/15/25)The article reported that 97% of Brazilian internet users already have at least a minimal understanding of AI, and 70% use some tool weekly. The trend is for this technology to continue growing as “indirect pedagogical support.” (Read here)

2. UNDP Report (05/2025)In 21 countries with different levels of HDI, 66% of respondents want to use AI in education and health within the next year. The report warns that artificial intelligence should not become a crutch, but must be tied to outcomes and the promotion of critical thinking. (UNDP Report)

3. Agência Brasil (09/16/25)Agência Brasil published an article on its website covering a TIC Educação survey, which revealed that 70% of Brazilian students already use generative AI in their research, but only 32% reported having received prior guidance for doing so. The same article highlights inequalities in internet use across municipal, state, and private school students. The survey also shows that the number of teachers being trained to use technology has dropped considerably over the past four years. (Read here)

In the initial needs-assessment interviews I conduct at the start of every potential project, only 10% of school leaders could explain what “generative” meant or name another type of artificial intelligence besides this one. The pressure on educational leaders, combined with the lack of understanding that comes with every new technological leap, creates the perfect environment for misguided decisions about its use.

The question is no longer if artificial intelligence will be part of education, but rather how we will deal with it in a conscious, critical, and structured way. And for that, some questions must be asked before we act as if we already know enough.

Ignoring this gap means seeking solutions that risk turning a tool with enormous potential into nothing more than a glorified search engine—or worse, a source of misinformation and plagiarism. Implementing AI simply as a response to market pressures, or as a way of showcasing “added value,” is an even greater mistake, as it disregards the entire ecosystem that will be affected by the process.

True innovation does not lie in adopting AI itself, but in building a culture of use that fosters curiosity, critical thinking, and academic integrity. It lies in the design or adoption of a pedagogy suited to this new reality.

From my recent experience, I have drawn up a questioning protocol that can serve as a critical tool before school leaders give in to pressure and rush to adopt a “solution for yesterday.” The way I see it, decision-makers would greatly benefit from understanding that the effective implementation of AI does not begin with choosing between different tools - that, in fact, is the final stage. It begins with deep reflection on purpose, equity, and capacity-building.

Here are some of the questions I ask at the start of any academic-pedagogical project that involves the adoption of AI:

1. What is your pedagogical “why” for using AI? Which educational project will it be part of?

2. Does the institution already have the infrastructure and equity required for fair implementation?

3. What will be the policy for academic integrity and ethical use of data?

4. How will teacher training and ongoing support be ensured?

5. How will the real impact (both successes and failures) of AI on learning be measured?
   

Regardless of how anyone envisions the future of education with AI (or how they feel about this new technology), we are still at its genesis - and we can make a difference. There is still little government-level discussion about public policy, but we can foster exchanges that contribute to building an educational project that is fair, ethical, and well thought out.