Taking control of AI in education—before Big Tech does.
In my previous article, I discussed how AI is fundamentally transforming education and why leaders can’t afford to ignore this shift. But what does this actually mean for the decisions they need to make today? As a futurist and strategist, I challenge education leaders with three fundamental questions that go beyond the technical implementation of AI. These questions help shape a strategic AI policy and guide well-informed choices in a time of rapid change.
1. How Critical Are We of Big Tech and AI?
AI is largely developed and controlled by Big Tech companies with their own commercial interests. This means that educational institutions shouldn’t just embrace AI as a technology but also critically assess the forces behind it. This brings us to the fable of the scorpion and the turtle*: a scorpion asks a turtle to carry him across the river. Halfway through, the scorpion stings the turtle, dooming them both. When asked why, the scorpion simply replies, “It’s in my nature.”
This reminds us that Big Tech has its own nature—focused on profit, scale, and data collection. That doesn’t mean education should reject AI and Big Tech altogether, but it does mean we need a deep awareness of the risks and dependencies. How do we ensure AI in education isn’t just another tool serving the interests of tech giants but instead a means to enhance educational quality and content?
2. How Do We Truly Make AI Our Own?
AI isn’t just some external force imposed on us. The foundational technologies behind AI were developed, in part, by academic institutions. And yet, education today seems to be a passive consumer, reliant on commercial products and ready-made solutions.
The key question is: how do we take back control over AI? This doesn’t mean educational institutions need to build massive AI models themselves, but they do need to define how AI is used on their terms. How can AI become an extension of an institution’s educational values and goals? How do we ensure AI supports teachers rather than replaces them? These are strategic choices: which AI tools do we accept? How do we train teachers and students to use AI wisely and critically? And how do we ensure AI contributes to human development rather than undermining it?
3. What New Forms of Education Can We Imagine?
The most exciting question: what new forms of education become possible with AI? Too often, AI in education is seen merely as a tool for efficiency—automating grading, handling administrative tasks, or even completing assignments. But AI presents an opportunity to completely redesign education.
What if education became highly personalized, with AI enabling large-scale customization? What if AI could help adapt learning materials to the pace and style of each individual student? How can AI make education more flexible, inclusive, and creative? This isn’t just about improving what we already do—it’s about rethinking education itself: not just what we teach, but how and why we teach it.
The Transformation Continues
Education is facing an inevitable transformation. We can react to it or anticipate it. We can resist it or embrace it. Either way, change is coming—faster than we might expect.
My advice: be proactive, not reactive. Don’t just focus on AI policies designed to keep things out—develop a coherent vision that goes beyond implementation. Think strategically about how AI can contribute to the future of your institution.
What’s your answer to these three questions? I’d love to hear your thoughts and discuss how your institution can navigate this transformation.
* Also known as the fable of the scorpion and the frog in later versions. The original is attributed to late 15th-century Persian fables, according to Wikipedia.
