WEBVTT 00:00:10.830 --> 00:00:13.550 Welcome to Students Incorporated. I'm your host, 00:00:13.589 --> 00:00:16.329 Mr. Jason. Join me weekly as my students and 00:00:16.329 --> 00:00:18.870 I bring you content that's informative, positive, 00:00:19.030 --> 00:00:21.809 fun, and uplifting. This podcast is created and 00:00:21.809 --> 00:00:23.969 produced with the help of students from the International 00:00:23.969 --> 00:00:28.750 Community School of Bangkok. Hello everyone and 00:00:28.750 --> 00:00:31.129 welcome back to the show. Today I'm joined by 00:00:31.129 --> 00:00:33.350 James, Esther, and a few other student guests. 00:00:33.850 --> 00:00:37.149 Let me start with this question first. What if 00:00:37.149 --> 00:00:40.070 the smartest person in your class wasn't a person 00:00:40.070 --> 00:00:43.030 at all, not a student, and not even the teacher? 00:00:43.549 --> 00:00:46.030 Well, for millions of students right now, and 00:00:46.030 --> 00:00:48.850 teachers, that's not science fiction. It's actually 00:00:48.850 --> 00:00:52.149 reality. Artificial intelligence is no longer 00:00:52.149 --> 00:00:55.130 just a concept. It's a constant companion in 00:00:55.130 --> 00:00:58.070 the classroom, and its power is growing at an 00:00:58.070 --> 00:01:01.409 incredible speed. I saw this firsthand just the 00:01:01.409 --> 00:01:03.890 other day in one of my technology classes here 00:01:03.890 --> 00:01:06.510 at school. I wanted to demonstrate what some 00:01:06.510 --> 00:01:09.629 of these tools can actually do. I gave an AI 00:01:09.629 --> 00:01:12.769 a simple prompt. Create a one -page responsive 00:01:12.769 --> 00:01:17.409 website template using only HTML, CSS, and JavaScript. 00:01:18.109 --> 00:01:20.829 In less than a minute, literally, it generated 00:01:20.829 --> 00:01:24.430 the entire block of code. We tested it through 00:01:24.430 --> 00:01:27.590 a browser and it worked perfectly. That moment 00:01:27.590 --> 00:01:29.790 was quite amazing in class. The students were 00:01:29.790 --> 00:01:32.909 quite amazed, actually. But it also raises a 00:01:32.909 --> 00:01:35.879 massive question. These tools promise a revolutionary 00:01:35.879 --> 00:01:39.480 future for learning and work, but are they actually 00:01:39.480 --> 00:01:42.040 helping us learn and think critically, or are 00:01:42.040 --> 00:01:45.280 they quietly making us more dependent? Before 00:01:45.280 --> 00:01:47.439 we can look at that question, let's get our quote 00:01:47.439 --> 00:01:50.079 of the day and get some headline news. Our quote 00:01:50.079 --> 00:01:52.420 of the day comes from Elon Musk. He's quoted 00:01:52.420 --> 00:01:58.120 to have said, This quote reflects the fundamental 00:01:58.120 --> 00:02:01.700 duality of AI. On one hand, AI could potentially 00:02:01.700 --> 00:02:03.900 solve some of the most pressing problems the 00:02:03.900 --> 00:02:06.340 world has at the moment, such as curing diseases, 00:02:06.760 --> 00:02:09.039 technological advancements, and other relevant 00:02:09.039 --> 00:02:12.620 topics. However, it could also surpass human 00:02:12.620 --> 00:02:15.199 intelligence and become uncontrollable, which 00:02:15.199 --> 00:02:17.699 will ultimately lead to catastrophic consequences. 00:02:18.659 --> 00:02:20.919 Elon highlights the risks that come with AI, 00:02:21.120 --> 00:02:23.719 specifically as superintelligence that, without 00:02:23.719 --> 00:02:26.580 proper ethical framework, could cause harm to 00:02:26.580 --> 00:02:29.590 humanity. And that's our quote of the day. Now 00:02:29.590 --> 00:02:32.229 on to some headline news. Thank you, James, for 00:02:32.229 --> 00:02:34.449 our quote of the day. Our first story comes from 00:02:34.449 --> 00:02:37.569 the United Kingdom. A recent article in The Guardian 00:02:37.569 --> 00:02:40.349 says that almost 7 ,000 college students in the 00:02:40.349 --> 00:02:43.509 UK were caught using AI tools like ChatGPD to 00:02:43.509 --> 00:02:46.050 cheat last year. The number is way higher than 00:02:46.050 --> 00:02:48.849 in previous years, and experts think it's just 00:02:48.849 --> 00:02:51.569 the beginning. Many schools don't even have the 00:02:51.569 --> 00:02:54.590 technology yet to fully catch AI use. This is 00:02:54.590 --> 00:02:56.909 raising big questions about how schools should 00:02:56.909 --> 00:02:59.560 test students in the future. and whether traditional 00:02:59.560 --> 00:03:03.919 exams and essays might need to change. Our next 00:03:03.919 --> 00:03:06.919 story takes us to Louisiana. According to We 00:03:06.919 --> 00:03:10.639 Are With New Orleans, an AI program called Amira 00:03:10.639 --> 00:03:13.800 is helping kids learn how to read. It listens 00:03:13.800 --> 00:03:16.360 while students read out loud and gives them real 00:03:16.360 --> 00:03:19.340 -life time coaching. The cool part is that it 00:03:19.340 --> 00:03:21.639 also speaks Spanish, which makes it really helpful 00:03:21.639 --> 00:03:24.340 for kids who are learning English as their second 00:03:24.340 --> 00:03:28.069 language. Louisiana has put over $3 million into 00:03:28.069 --> 00:03:30.849 expanding the program, which means about 100 00:03:30.849 --> 00:03:33.629 ,000 more students will get access to it over 00:03:33.629 --> 00:03:37.050 the next two years. And finally, we head to South 00:03:37.050 --> 00:03:40.330 Korea. The Korea Herald reports that the government 00:03:40.330 --> 00:03:43.750 there is ending its AI digital textbook program. 00:03:43.949 --> 00:03:47.370 The project was really expensive, about $380 00:03:47.370 --> 00:03:51.490 million, but not very popular. Only about 30 00:03:51.490 --> 00:03:54.030 % of schools actually use the digital textbooks, 00:03:54.169 --> 00:03:56.610 and many parents and teachers weren't happy with 00:03:56.610 --> 00:03:59.949 them. Now the government has to wind down the 00:03:59.949 --> 00:04:02.530 program, leaving schools and publishers wondering 00:04:02.530 --> 00:04:05.150 what comes next. And those are your headlines 00:04:05.150 --> 00:04:09.930 for today. Thank you. Have a great day. Thank 00:04:09.930 --> 00:04:11.889 you for the quote and the headline news. In this 00:04:11.889 --> 00:04:13.909 first segment, we'll be diving into something 00:04:13.909 --> 00:04:16.470 that's on everyone's mind right now, artificial 00:04:16.470 --> 00:04:20.040 intelligence in education. We've all seen how 00:04:20.040 --> 00:04:23.019 quickly AI is changing the world, and it's making 00:04:23.019 --> 00:04:26.060 its way into schools too. The big question we're 00:04:26.060 --> 00:04:29.279 asking is, how do we make sure students get smarter, 00:04:29.480 --> 00:04:32.800 not dumber, while AI keeps getting smarter and 00:04:32.800 --> 00:04:36.199 more powerful? Personally, we can all be quite 00:04:36.199 --> 00:04:39.240 lazy with how we utilize AI. But to delve deeper 00:04:39.240 --> 00:04:41.620 into this, we're looking at a couple of real 00:04:41.620 --> 00:04:44.350 -life case studies. One from the UK, where students 00:04:44.350 --> 00:04:47.149 are experimenting with AI to help teachers, and 00:04:47.149 --> 00:04:50.230 one from South Korea, where AI tutors are already 00:04:50.230 --> 00:04:52.550 part of the classroom experience. Yeah, these 00:04:52.550 --> 00:04:55.069 two are very different approaches, but they both 00:04:55.069 --> 00:04:58.629 show how AI is reshaping learning. Let's start 00:04:58.629 --> 00:05:01.189 with the UK. So our first case study is from 00:05:01.189 --> 00:05:04.529 the United Kingdom, the UK. So in the UK, schools 00:05:04.529 --> 00:05:07.430 have been testing AI systems that help teachers 00:05:07.430 --> 00:05:09.410 with planning lessons and grading assignments. 00:05:10.430 --> 00:05:13.029 The government has even invested in AI tools 00:05:13.029 --> 00:05:16.589 that can mark writing tasks, give feedback, and 00:05:16.589 --> 00:05:19.829 free up a teacher's time. The idea is that if 00:05:19.829 --> 00:05:22.410 teachers spend less time grading papers, they 00:05:22.410 --> 00:05:25.069 can spend more time teaching and supporting students. 00:05:25.629 --> 00:05:29.050 Wow, even teachers are into using AI now? Jokes 00:05:29.050 --> 00:05:31.550 aside, this will help teachers get more time 00:05:31.550 --> 00:05:34.129 so students get more personal attention. But 00:05:34.129 --> 00:05:36.670 there's always two sides of a coin. Some teachers 00:05:36.670 --> 00:05:39.269 worry that AI feedback isn't always accurate. 00:05:39.769 --> 00:05:43.250 Imagine if an AI says your essay is average when 00:05:43.250 --> 00:05:46.089 you've actually written something creative that 00:05:46.089 --> 00:05:49.370 doesn't fit the AI's criteria. Exactly. It's 00:05:49.370 --> 00:05:52.329 efficient. But is it fair? That's one risk. If 00:05:52.329 --> 00:05:55.170 students rely too much on AI feedback, they might 00:05:55.170 --> 00:05:57.170 stop thinking critically about their own work. 00:05:57.610 --> 00:06:00.750 As a student, I can see both sides. If AI gives 00:06:00.750 --> 00:06:03.529 fast feedback, that helps me improve quickly. 00:06:03.689 --> 00:06:06.629 But I'd still want my teacher to look at my work 00:06:06.629 --> 00:06:09.949 and see my unique ideas, not just what an algorithm 00:06:09.949 --> 00:06:13.529 says. Yeah, same here. Also, if AI does too much 00:06:13.529 --> 00:06:16.149 of a teacher's job, I think students might start 00:06:16.149 --> 00:06:19.129 depending on it too much. Like, why even put 00:06:19.129 --> 00:06:21.589 effort into writing when AI can correct everything? 00:06:22.139 --> 00:06:24.519 Those are good points. So in the UK, the benefit 00:06:24.519 --> 00:06:28.000 is efficiency, saving time for teachers. But 00:06:28.000 --> 00:06:30.439 the risk is losing that human touch and feedback, 00:06:30.699 --> 00:06:33.259 which is really important for learning. Now let's 00:06:33.259 --> 00:06:35.579 take a look at South Korea. They've taken AI 00:06:35.579 --> 00:06:38.199 in education to the next level. Some student 00:06:38.199 --> 00:06:41.540 schools already have AI tutors that adapt lessons 00:06:41.540 --> 00:06:44.079 to each student's pace. So if you're struggling 00:06:44.079 --> 00:06:47.180 with math, the AI slows down and gives you more 00:06:47.180 --> 00:06:49.779 practice. If you're excelling, it pushes you 00:06:49.779 --> 00:06:53.060 ahead faster. That sounds pretty cool. Personalized 00:06:53.060 --> 00:06:56.060 learning at scale is something teachers wish 00:06:56.060 --> 00:06:58.920 they could do. But with 30 students in the classroom, 00:06:59.120 --> 00:07:02.100 it's nearly impossible. Honestly, I like that. 00:07:02.160 --> 00:07:05.019 Sometimes I feel like classes move too fast or 00:07:05.019 --> 00:07:08.319 too slow for me. If AI could address to my level, 00:07:08.420 --> 00:07:11.160 that would make learning less stressful. Yeah, 00:07:11.199 --> 00:07:13.399 but here's the downside. If you're always learning 00:07:13.399 --> 00:07:16.060 alone with AI, what happens to teamwork? Part 00:07:16.060 --> 00:07:18.100 of school is learning how to collaborate, discuss, 00:07:18.319 --> 00:07:20.980 and solve problems with other people. Exactly, 00:07:20.980 --> 00:07:23.319 and that's one of the criticisms. In South Korea, 00:07:23.439 --> 00:07:26.199 people are worried that AI tutors can make education 00:07:26.199 --> 00:07:29.579 too individualized. Students get great results 00:07:29.579 --> 00:07:32.240 on tests, but maybe lose out on building social 00:07:32.240 --> 00:07:35.360 and communication skills. And another risk may 00:07:35.360 --> 00:07:38.360 be over -reliance. If you always have an AI tutor 00:07:38.360 --> 00:07:40.639 giving you the answers or guiding you, do you 00:07:40.639 --> 00:07:42.699 still learn how to figure things out on your 00:07:42.699 --> 00:07:45.660 own? So the benefit here is personalization. 00:07:46.160 --> 00:07:49.089 Students can learn at their own pace. But the 00:07:49.089 --> 00:07:51.430 risk is that they might miss the human side of 00:07:51.430 --> 00:07:54.129 education, teamwork, discussion, and critical 00:07:54.129 --> 00:07:57.470 thinking. So two case studies, the UK focuses 00:07:57.470 --> 00:08:00.550 on saving teacher time and South Korea focuses 00:08:00.550 --> 00:08:03.949 on personalizing learning. Both show the potential 00:08:03.949 --> 00:08:07.230 of AI, but also the risk if we don't use it wisely. 00:08:07.730 --> 00:08:10.949 I think the key is balance. AI should help teachers 00:08:10.949 --> 00:08:13.449 and students, but not replace the human part 00:08:13.449 --> 00:08:16.670 of learning. Yeah, like AI can give feedback 00:08:16.670 --> 00:08:19.350 or extra practice, but we still need real conversations, 00:08:19.769 --> 00:08:22.129 group projects, and teachers who understand us. 00:08:22.490 --> 00:08:25.990 That's a lovely lesson. AI is a tool, not a teacher. 00:08:26.149 --> 00:08:28.730 If we use it right, it can make education better. 00:08:28.850 --> 00:08:31.670 If we use it wrong, it might make us reliant 00:08:31.670 --> 00:08:34.049 on machines instead of developing our own skills. 00:08:34.370 --> 00:08:37.049 And that could connect back to our theme, how 00:08:37.049 --> 00:08:39.490 to not become dumber while AI becomes smarter. 00:08:39.789 --> 00:08:43.590 We need to use AI to think more, not less. Exactly. 00:08:43.590 --> 00:08:45.610 And that's the challenge for all of us, students, 00:08:45.710 --> 00:08:49.970 teachers, and even policymakers. Use AI to boost 00:08:49.970 --> 00:08:52.830 learning, but never let it replace the creativity, 00:08:53.029 --> 00:08:55.429 critical thinking, and teamwork that make us 00:08:55.429 --> 00:08:58.029 truly human. To end this first segment, I have 00:08:58.029 --> 00:09:01.269 a question to ask you all. Here it is. If AI 00:09:01.269 --> 00:09:03.970 can do so much of the work, how do you make sure 00:09:03.970 --> 00:09:07.129 it doesn't do all the work? Yep. Thank you, Mr. 00:09:07.230 --> 00:09:09.990 Jason, for the question. I think AI can do a 00:09:09.990 --> 00:09:12.289 lot, but it shouldn't do everything, of course. 00:09:12.309 --> 00:09:15.350 I see it as a co -pilot. It handles the heavy 00:09:15.350 --> 00:09:17.870 lifting while we steer the direction. AI can 00:09:17.870 --> 00:09:20.789 generate, but only humans bring purpose, creativity, 00:09:21.110 --> 00:09:23.789 and authenticity. The balance comes from letting 00:09:23.789 --> 00:09:26.970 AI support us without replacing what makes our 00:09:26.970 --> 00:09:31.809 work uniquely us, humans. We can always tweak 00:09:31.809 --> 00:09:34.809 the prompts in order to adjust how the AI responds 00:09:34.809 --> 00:09:38.409 and make it sure that our work is still personalized 00:09:38.409 --> 00:09:41.690 and still something that we do as a person rather 00:09:41.690 --> 00:09:44.950 than just letting the AI think for us. If AI 00:09:44.950 --> 00:09:47.730 can do so much of the work, how do you make sure 00:09:47.730 --> 00:09:50.870 it doesn't do all the work? If AI did all the 00:09:50.870 --> 00:09:53.029 work, then what would be the point of me being 00:09:53.029 --> 00:09:55.450 here? I would just be the person in the middle, 00:09:55.529 --> 00:09:58.200 just a person who would click and paste. I still 00:09:58.200 --> 00:10:00.500 have to add my thoughts and mistakes and style 00:10:00.500 --> 00:10:03.100 it so it sounds like me. Otherwise, it's just 00:10:03.100 --> 00:10:05.759 AI going to school instead of me, which is pretty 00:10:05.759 --> 00:10:08.799 weird. I think that even if AI can do a lot of 00:10:08.799 --> 00:10:11.639 the work and can help automate a process, it's 00:10:11.639 --> 00:10:13.620 still very prone to making mistakes right now, 00:10:13.679 --> 00:10:16.360 such as hallucinating or maybe using an inefficient 00:10:16.360 --> 00:10:19.960 way to solve a problem. Thus, AI will still require 00:10:19.960 --> 00:10:23.279 humans to guide it or brush it up on what it 00:10:23.279 --> 00:10:26.279 makes. This is why I think AI is best used as 00:10:26.279 --> 00:10:28.539 a tool to help humans instead of just taking 00:10:28.539 --> 00:10:31.340 over their jobs or functions. Wow. Thank you 00:10:31.340 --> 00:10:33.460 so much, guys. That was a great discussion on 00:10:33.460 --> 00:10:37.600 AI and just the idea of how we're seeing it being 00:10:37.600 --> 00:10:40.220 used in other places. We can learn from their 00:10:40.220 --> 00:10:44.100 mistakes. We can also learn from their best practices. 00:10:44.539 --> 00:10:47.059 So some good stuff to think about. We'll be right 00:10:47.059 --> 00:10:56.539 back after this short PSA. A huge thank you to 00:10:56.539 --> 00:10:58.559 everyone who joined us at the Amplify Your Voice 00:10:58.559 --> 00:11:00.919 Students Incorporated event to promote our Season 00:11:00.919 --> 00:11:03.279 4 kickoff. It was more than just an event. It 00:11:03.279 --> 00:11:05.539 was a space where ideas, creativity, and connections 00:11:05.539 --> 00:11:08.659 came alive. We saw firsthand how marketing isn't 00:11:08.659 --> 00:11:10.779 just about promotion, but about community building 00:11:10.779 --> 00:11:13.120 and telling stories that matter. The energy, 00:11:13.240 --> 00:11:15.059 the conversations, and the takeaways from the 00:11:15.059 --> 00:11:17.220 event will definitely carry forward into the 00:11:17.220 --> 00:11:19.279 projects we create and the voices we amplify 00:11:19.279 --> 00:11:21.779 on this podcast. Here's to keeping that momentum 00:11:21.779 --> 00:11:23.980 going, and please tune in to listen to future 00:11:23.980 --> 00:11:27.000 episodes. And we are back with our second part, 00:11:27.200 --> 00:11:29.980 and we still have James, Esther, Vijay, and Highlight 00:11:29.980 --> 00:11:32.120 in the studio to continue this conversation. 00:11:32.720 --> 00:11:35.259 Let's dive deeper. We just briefly discussed 00:11:35.259 --> 00:11:38.100 two case studies from the UK and South Korea, 00:11:38.220 --> 00:11:40.820 but now let's step back and consider the bigger 00:11:40.820 --> 00:11:44.259 picture. How is AI changing learning for students 00:11:44.259 --> 00:11:48.120 and teachers? So my first question is this. In 00:11:48.120 --> 00:11:51.419 what ways can AI improve learning outcomes for 00:11:51.419 --> 00:11:54.039 students? Meaning the students have to prove 00:11:54.480 --> 00:11:57.299 they're actually learning. One way it can aid 00:11:57.299 --> 00:11:59.899 us is through creativity and brainstorming, or 00:11:59.899 --> 00:12:03.080 simply creating ideas. AI can give thoughts and 00:12:03.080 --> 00:12:05.019 perspectives that students might never think 00:12:05.019 --> 00:12:07.179 of on their own. It's just like having a second 00:12:07.179 --> 00:12:09.379 point of view with you. Starting with your own 00:12:09.379 --> 00:12:12.580 ideas, AI can shift it into something new. That 00:12:12.580 --> 00:12:14.539 back and forth can improve learning outcomes. 00:12:15.399 --> 00:12:18.120 Exactly. Instead of replacing your work, AI can 00:12:18.120 --> 00:12:20.539 stretch your thinking and challenge you to consider 00:12:20.539 --> 00:12:23.389 different approaches. I like that, but I think 00:12:23.389 --> 00:12:26.529 the key is balance. If you rely only on AI, you 00:12:26.529 --> 00:12:29.190 might lose your own voice. But if you use it 00:12:29.190 --> 00:12:31.809 as a brainstorming partner, it can push you to 00:12:31.809 --> 00:12:35.309 explore more creative answers. Those are great 00:12:35.309 --> 00:12:38.629 points. So if AI can help improve outcomes, then 00:12:38.629 --> 00:12:42.210 my second question is this. How might AI affect 00:12:42.210 --> 00:12:44.710 the role of teachers in the classroom? Vijay, 00:12:44.710 --> 00:12:47.379 what do you think? AI definitely affects teachers' 00:12:47.559 --> 00:12:49.899 roles. On one hand, it can make things more convenient. 00:12:50.279 --> 00:12:52.480 Students can use it to answer simple questions, 00:12:52.639 --> 00:12:55.000 and teachers can save time on repetitive tasks. 00:12:55.559 --> 00:12:58.259 But there is also a downside. If students copy 00:12:58.259 --> 00:13:01.200 directly from AI, we can risk plagiarism, or 00:13:01.200 --> 00:13:04.039 worse, spreading misinformation if nobody fact 00:13:04.039 --> 00:13:06.899 -checks the responses. Exactly. The amount of 00:13:06.899 --> 00:13:09.980 times AI can be wrong is insane. Though, teachers 00:13:09.980 --> 00:13:12.240 might become less relevant in delivering answers 00:13:12.240 --> 00:13:14.879 and more about guiding students fact -checking 00:13:14.879 --> 00:13:17.220 and helping us think critically. That leads us 00:13:17.220 --> 00:13:19.779 to something tricky. What happens when AI is 00:13:19.779 --> 00:13:23.039 used not just to help, but to watch? So my third 00:13:23.039 --> 00:13:25.639 question is this. What are the risks of using 00:13:25.639 --> 00:13:28.659 AI to monitor student behavior or performance? 00:13:29.220 --> 00:13:32.440 Hilate, what do you think? Yes, so I think honestly 00:13:32.440 --> 00:13:35.559 I'd feel uncomfortable if AI were tracking everything 00:13:35.559 --> 00:13:40.080 I did. It could misread situations or make students 00:13:40.080 --> 00:13:43.299 feel like they're constantly being watched. Yeah, 00:13:43.360 --> 00:13:45.899 and it could create pressure. Like, we're just 00:13:45.899 --> 00:13:48.639 data points instead of real people. Plus, if 00:13:48.639 --> 00:13:51.500 the AI makes mistakes, it could unfairly label 00:13:51.500 --> 00:13:54.539 students. Monitoring tools might help spot trends, 00:13:54.659 --> 00:13:56.679 but they can't replace teachers knowing their 00:13:56.679 --> 00:13:59.700 students as people. So that raises a bigger question. 00:13:59.879 --> 00:14:03.340 Should there be limits on AI in education? This 00:14:03.340 --> 00:14:06.120 is my fourth question, actually. Should there 00:14:06.120 --> 00:14:09.600 be limits on how AI is used in education? Why 00:14:09.600 --> 00:14:12.080 or why not? James, what do you think? Of course, 00:14:12.100 --> 00:14:14.899 if there aren't any limits, students could just 00:14:14.899 --> 00:14:17.539 copy AI answers and skip the critical thinking. 00:14:17.740 --> 00:14:20.639 Or any thinking at all, actually. We don't want 00:14:20.639 --> 00:14:23.080 AI to take away skills like problem solving, 00:14:23.259 --> 00:14:26.519 communication, or creativity. Those things our 00:14:26.519 --> 00:14:29.299 students need in life, not just in school. Exactly, 00:14:29.399 --> 00:14:33.360 Esther. AI should give ideas, but humans still 00:14:33.360 --> 00:14:36.039 need to do the hard thinking. Otherwise, we're 00:14:36.039 --> 00:14:40.200 just outsourcing our own brains. Yeah, I totally 00:14:40.200 --> 00:14:42.980 agree with that. So if there are limits, how 00:14:42.980 --> 00:14:45.320 do we strike the right balance? This brings me 00:14:45.320 --> 00:14:48.519 to my fifth question, which is, how can education 00:14:48.519 --> 00:14:51.860 balance the benefits of AI with the need for 00:14:51.860 --> 00:14:54.320 human interaction? Vijay, you have this one. 00:14:54.809 --> 00:14:58.070 I think teachers could use AI for practice drills 00:14:58.070 --> 00:15:00.610 or creating lesson plans, but they should still 00:15:00.610 --> 00:15:03.070 lead the lessons themselves. And they should 00:15:03.070 --> 00:15:05.669 focus on personal feedback and relationships, 00:15:05.809 --> 00:15:09.909 the things that AI cannot do. That way, AI handles 00:15:09.909 --> 00:15:12.090 the routine stuff, while teachers handle the 00:15:12.090 --> 00:15:15.370 real human connection. It's not AI versus teachers, 00:15:15.590 --> 00:15:18.570 it's teachers using AI as tools, while being 00:15:18.570 --> 00:15:22.320 the heart of the classroom. And this ties into 00:15:22.320 --> 00:15:25.159 our last question, which is, how does AI impact 00:15:25.159 --> 00:15:29.100 student motivation and engagement? You each can 00:15:29.100 --> 00:15:31.299 take a turn on this one. James, go ahead and 00:15:31.299 --> 00:15:34.799 go first. Well, it can help. AI can simplify 00:15:34.799 --> 00:15:37.700 complex topics and make learning more accessible 00:15:37.700 --> 00:15:41.120 to the user. And with personalized learning plans, 00:15:41.200 --> 00:15:43.399 students can move at their own pace, which keeps 00:15:43.399 --> 00:15:46.860 them more engaged. But again, it really depends 00:15:46.860 --> 00:15:50.320 on how we use it. If it just gives you answers, 00:15:50.480 --> 00:15:53.539 that's not motivating. But if it challenges you, 00:15:53.659 --> 00:15:56.899 then it's exciting. Yeah, AI should be like a 00:15:56.899 --> 00:15:59.220 coach, supporting you but not playing the game 00:15:59.220 --> 00:16:01.399 for you. Well, those are great insights, everyone. 00:16:01.480 --> 00:16:03.980 Thank you so much. It sounds like AI can make 00:16:03.980 --> 00:16:06.440 learning more creative, convenient, and personalized, 00:16:06.519 --> 00:16:09.120 but it has to be used carefully. Teachers are 00:16:09.120 --> 00:16:12.179 essential because education is more than information. 00:16:12.179 --> 00:16:15.710 It's about connection. guidance and growth. It's 00:16:15.710 --> 00:16:17.830 about the relationships that students have with 00:16:17.830 --> 00:16:20.250 their teachers, mentors, and coaches. It's not 00:16:20.250 --> 00:16:23.389 just about theory or information or a test score. 00:16:23.830 --> 00:16:26.490 AI, no matter how smart, will never be able to 00:16:26.490 --> 00:16:29.330 have a real human -to -human connection like 00:16:29.330 --> 00:16:32.610 human teachers have with human students. We've 00:16:32.610 --> 00:16:35.049 talked about how AI can boost learning, but it's 00:16:35.049 --> 00:16:38.590 up to us to use it wisely. AI is getting smarter, 00:16:38.710 --> 00:16:41.879 but that doesn't mean we should get dumber. By 00:16:41.879 --> 00:16:44.799 using AI as a tool, not a crutch, we can stay 00:16:44.799 --> 00:16:47.379 sharp, think critically, and keep learning how 00:16:47.379 --> 00:16:57.899 to stay human. As we end this episode, let's 00:16:57.899 --> 00:17:00.600 not replace the human side of education, but 00:17:00.600 --> 00:17:03.559 let's also embrace the wonderful new tools and 00:17:03.559 --> 00:17:05.980 advancements that artificial intelligence is 00:17:05.980 --> 00:17:09.309 giving us. And as always, this podcast will not 00:17:09.309 --> 00:17:11.730 be possible without the hard work and support 00:17:11.730 --> 00:17:13.930 of our international student production team. 00:17:14.150 --> 00:17:17.410 All music and sound effects are courtesy of Pixabay 00:17:17.410 --> 00:17:20.849 .com, a vibrant community of creatives sharing 00:17:20.849 --> 00:17:24.130 copyright -free images, videos, and music. And 00:17:24.130 --> 00:17:26.769 we're signing off. Until next time, we're Students 00:17:26.769 --> 00:17:28.809 Incorporated, because your voice matters.