Artificial intelligence is posing a question that extends far beyond technology itself: what is education for, at a moment when machines can write, analyse, persuade, and decide? The conversations brought forward by the students of International Communications Studies at the University of Nottingham Malaysia are therefore both timely and important, because they recognise that this is not simply about tools, but about the purpose and direction of learning itself.

This is not only a technological shift, it is a civilisational one. For most of modern history, education prepared individuals to operate within human-built systems. Today, we are building systems alongside AI that may shape how humans think, learn, and even understand truth. The concern is not merely that students will use AI to complete tasks, but that they may begin to outsource judgment before it is fully developed.

Highlighting the moral and ethical dimensions of AI’s application is apt. We see AI’s involvement in high-stakes contexts such as warfare, but ethical concerns are also prevalent in areas designed for positive impact. Commercial and social sectors have faced significant losses due to over-reliance on AI systems that produced flawed analyses or biased outcomes, in hiring tools, automated decision systems, and market models. The challenge is not just over-reliance, but a broader lack of understanding of how these systems function. When users accept outputs without questioning assumptions, errors and biases can scale rapidly.

This makes critical engagement with AI essential. Understanding how AI works, who builds it, what data it is trained on, and what biases it may carry, is no longer optional. Students who can interrogate AI, who understand its strengths and limitations, will be better positioned to avoid pitfalls and contribute effectively in their fields.

In that context, I support the students’ manifesto. AI cannot be meaningfully excluded from education. Graduates will encounter it regardless of profession, and their preparedness will depend on how well they have learned to engage with it. If AI can produce polished outputs, then education must place greater emphasis on process, reasoning, and the demonstration of thought. With the right foundation, this generation will not only manage the risks of AI but also unlock its potential. The possibilities are significant; the outcome depends on whether we can develop students who can understand and shape this technology responsibly.