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Use AI in advising, communication, and student support with clear limits for escalation to a
person.

Formulate fair and clear rules for academic integrity, and redesign assessment to measure
understanding, process, and performance.

Apply the principles of universal design for learning and make content accessible to learners
with different needs, languages, and backgrounds.
Produce a complete AI-supported learning activity in the final practical lab.

6.1 AI as an Assistant to Teaching and Learning, Not a Substitute
◆ Key idea: learning comes first.
Education is not a process of producing texts or answers. It is an intended change in

knowledge, skill, judgment, confidence, and the ability to apply. The role of AI is
therefore chosen according to what supports that change, not according to what it can
generate quickly.

AI can play several roles inside the educational experience. It may act as a planner proposing
an initial sequence for a lesson, an explainer re-presenting a concept in different language,
a coach offering additional problems, a simulator embodying a dialogue or a situation, an
assistant in building questions and rubrics, or a reflection partner helping a learner compare

their attempts. The value does not come from the role alone, but from its timing, its limits,
and the way it is tied to the learning outcome. This view is consistent with recommendations

that AI in education should support teaching and learning rather than replace the
pedagogical decision [4].

A system has no complete knowledge of the student, the class, the culture, the tension, or
the social relationships that surround learning. It may answer convincingly, but it does not

see the look that signals confusion, it does not know that a particular example touches a
sensitive experience, and it carries no responsibility for a pedagogical judgment or a decision
affecting a learner’s future. The teacher remains responsible for the objective, the choice of

content, the rhythm of learning, the building of trust, the interpretation of evidence, and the
decision.

Nor should the learner be reduced to a consumer of answers. Learning requires retrieval
from memory, attempting, comparing, explaining, erring, correcting, and connecting ideas.

If a tool removes every difficulty, it may remove with it the part that builds the skill. We
therefore distinguish unproductive load, such as ambiguous instructions or a language

barrier, from the productive effort that understanding an idea and solving a problem
genuinely requires.

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