The integration of artificial intelligence (AI) into education is no longer a vision of the future; it is our present reality. As the United Nations observes this year’s International Day of Education under the theme “AI and Education: Human Agency in an Automated World,” the global community is prompted to reflect on the profound implications of AI on learning and teaching. At its core lies a critical question: How can we harness the power of AI to enhance education while ensuring that human agency remains at the forefront? AI holds transformative potential for education, offering opportunities to revolutionize how students learn and how educators teach. Adaptive learning platforms, for instance, use AI algorithms to personalize educational content, tailoring lessons to the needs, pace, and abilities of individual learners. This level of customization can help bridge gaps in traditional teaching methods, ensuring that no student is left behind. Moreover, AI-powered tools can assist teachers by automating administrative tasks such as grading, attendance tracking, and lesson planning. Freed from these time-consuming responsibilities, educators can focus on what they do best: inspiring and mentoring students. AI also enables access to education in remote and underserved areas through technologies like virtual classrooms and language translation tools, breaking down geographical and linguistic barriers. For students with disabilities, AI technologies like speech recognition, text-to-speech conversion, and augmented reality are making education more inclusive. These tools empower learners who might otherwise face significant challenges in traditional educational environments. To strike a balance between automation and human agency, educators and technologists must work together to design AI systems that complement rather than compete with human roles. Despite its potential, the integration of AI into education is fraught with challenges. Chief among them is the risk of diminishing human agency – the capacity of individuals to make autonomous decisions and exercise control over their learning experiences. Over-reliance on AI could lead to passive consumption of information, where students merely follow algorithmically generated pathways without critical engagement or creativity. Another concern is the potential for bias in AI systems. Since AI algorithms are trained on data, they can inherit and even amplify existing societal biases. In an educational context, this could perpetuate inequalities, disadvantaging certain groups of students based on race, gender, or socioeconomic status. Transparency in AI decision-making processes is essential to mitigate these risks. In developing countries like Pakistan, the integration of AI into education presents both significant opportunities and unique challenges. Pakistan’s education system, which struggles with issues such as low literacy rates, teacher shortages, and outdated curricula, could greatly benefit from AI-driven solutions. For instance, AI-powered platforms can address the shortage of qualified teachers by providing students with access to virtual tutors and digital learning resources. However, the digital divide remains a significant barrier. In rural and underprivileged areas of Pakistan, access to basic infrastructure like electricity, the internet, and digital devices is limited. Without addressing these foundational issues, the benefits of AI in education may remain confined to urban centres, further widening the gap between privileged and underprivileged students. Moreover, the affordability of AI technologies poses a challenge in Pakistan, where many families already struggle to afford basic education. To ensure equitable access, governments and private sector stakeholders must work together to subsidize AI-driven educational tools and invest in low-cost solutions tailored to local needs. Initiatives like community-based learning centres equipped with AI tools could serve as a model for providing quality education to marginalized communities. Another critical aspect is teacher training. The majority of educators in Pakistan lack familiarity with AI technologies. Capacity-building programs are essential to equip teachers with the skills needed to integrate AI tools effectively into their classrooms. These programs should also emphasize the importance of maintaining human connections and fostering critical thinking in an AI-enhanced learning environment. To ensure that human agency is not eclipsed by AI, education systems must prioritize the development of critical thinking and ethical reasoning skills. Students should be taught not only how to use AI tools but also how to question and evaluate their outputs. This includes understanding the limitations and biases of AI, as well as recognizing the value of human intuition and creativity. Teachers, too, must be empowered with the knowledge and skills to effectively integrate AI into their classrooms. Professional development programs should focus on fostering a symbiotic relationship between educators and AI technologies, where teachers remain the ultimate decision-makers in the learning process. Policymakers play a crucial role in this equation. Regulatory frameworks must be established to ensure that AI in education is used ethically and equitably. These frameworks should address issues such as data privacy, algorithmic transparency, and the equitable distribution of AI resources. The impact of AI on education varies significantly across the globe. In high-income countries, schools are rapidly adopting AI technologies, while in low-income regions, access to basic educational resources remains a challenge. This digital divide risks exacerbating existing educational inequalities, leaving millions of students at a disadvantage in an increasingly automated world. To address this disparity, international cooperation is essential. Wealthier nations and private sector leaders should invest in initiatives that provide affordable AI solutions to underserved communities. Collaborative efforts can ensure that the benefits of AI in education are distributed equitably, fostering a more inclusive global educational ecosystem. While AI can augment education, it should never replace the human connections that lie at the heart of effective teaching and learning. Relationships between teachers and students, the exchange of ideas among peers, and the shared experience of discovery cannot be replicated by machines. These human elements are critical for fostering empathy, resilience, and a sense of purpose – qualities that define us as individuals and as a society. To strike a balance between automation and human agency, educators and technologists must work together to design AI systems that complement rather than compete with human roles. For example, AI can be used to provide actionable insights about students’ progress, enabling teachers to offer personalized support and interventions. Similarly, students can use AI tools to enhance their learning while retaining control over their educational journeys. Thus, the UNO theme “AI & Education: Human Agency in an Automated World” is both a challenge and an opportunity. It calls on us to embrace the possibilities of AI while safeguarding the essence of what it means to be human. Education is not merely about acquiring knowledge; it is about shaping individuals who can think critically, act ethically, and contribute meaningfully to society. As society navigates this new frontier, we must remember that AI is a tool, not a replacement for human intelligence or compassion. By prioritizing human agency, equity, and ethical considerations, we can create an educational landscape where technology enhances learning without compromising the values that define us. In this balance lies the true promise of AI in education – a future where automation serves humanity, not the other way around. The writer is a teacher and can be reached at ghaniausman786 @gmail.com.