As someone who has spent over four decades teaching and working in ICT across multiple generations, I have lived through several waves of technological change. I taught when computers first entered classrooms, when calculators reshaped how mathematics was learned, and when browsers transformed research forever. Each of those moments was met with concern and resistance. Yet history proved something important: technology did not weaken education; it strengthened it by forcing it to evolve.

What we are experiencing today with generative artificial intelligence is something altogether different.

Tools such as ChatGPT, Google Gemini and Microsoft Copilot are not simply new digital aids. They represent a revolution, a phenomenon that is already reshaping how students learn, how teachers teach and how knowledge itself is formed. Unlike calculators or browsers, generative AI does not just retrieve or compute; it reasons, generates, adapts and interacts.

This is a defining moment for humanity.

Education must evolve, not retreat

AI can already draft essays, write code, explain complex ideas and summarise vast amounts of information in seconds. Denying its presence or attempting to exclude it from education would be short-sighted. We did not ban calculators when they arrived; we changed how mathematics was taught. We did not outlaw browsers; we taught students how to evaluate sources and think critically.

The same principle applies now, but with far greater urgency.

Education is no longer about who can produce information the fastest. AI will always win that race. The true purpose of education is to cultivate critical thinking, ethical judgement, creativity, collaboration and human responsibility. These are qualities no machine can authentically replicate, and they must become the centre of modern learning.

Homework in the age of AI

This reality forces us to confront a difficult but necessary question about assessment and learning beyond the classroom.

And so, I leave this open question for educators, parents and policymakers alike:
In an age where AI can do the homework, what should homework really teach?

If homework remains focused purely on outputs, AI will inevitably outperform students. Homework must instead prioritise reasoning, reflection, explanation and application, asking learners to justify decisions, critique AI-generated content and connect learning to real life. Otherwise, we risk confusing fluent answers with genuine understanding.

Beyond universities: secondary schools, primary learners and the home

While universities are understandably at the centre of this debate, the conversation must go much wider.

Secondary students are already using AI, often informally and without guidance. This makes AI literacy and ethics essential. Young people must understand how these systems work, where bias can emerge and why human accountability still matters.

At primary level, there is a powerful opportunity that is often overlooked. Responsible use of AI at home can support parents, particularly those who struggle with time, language or confidence in assisting with schoolwork. AI can act as a patient explainer, adapting to a child’s pace and reinforcing curiosity, while parents remain engaged and present. This is not about replacing teachers or parenting; it is about empowering families.

AI, a leap greater than anything before it

After four decades in ICT education, I can say this with conviction: what I am witnessing with AI surpasses every previous technological shift. This is not merely another tool; it is a transformation in how humanity thinks, learns and creates.

That is why our response must be deliberate, ethical and people-centred.

Government must move at the speed of technology

As a government, we cannot afford to move slowly while technology advances at exponential speed. AI has the potential to transform every sector and every ministry, including education, health, social care, justice, transport, planning and public administration. Used responsibly, AI can deliver better services, fairer outcomes and more personalised support for citizens, while allowing public servants to focus on empathy, judgement and human connection.

This requires leadership, clear governance, strong ethical frameworks and continuous investment in skills. Above all, it requires urgency.

A human conclusion

As a people-centred individual, an educator and a policymaker, I see both the hope and the responsibility before us. AI will shape the future whether we act or not. Our duty is to ensure that this future remains human at its core, inclusive, ethical and empowering for every citizen.

If we move wisely and decisively, AI can help us build a society that is not only more efficient and productive, but also more compassionate and just.

“Technology should never replace our humanity; it should elevate it. Our challenge is to move as fast as innovation does, without ever losing sight of the people we serve.”

Author: Ray Abela is a Labour Member of Parliament and Chair for the Parliamentary Committee for AI and Digital Affairs