The digitalization of education and the digital transformation of teachers appear to be the defining objectives of this decade within Romanian schools. Is this a positive development? Most likely, yes—traditional teaching methods are gradually losing their appeal in the eyes of today’s students. Is it also a cause for concern? Arguably, yes—since it inevitably leads to increased screen time for our youth.
Experts in education advocate for a blended learning approach as the ideal teaching method—one that combines traditional strategies (such as direct instruction or lecturing) with digital tools (like online quizzes or gamified assessments). In practice, this represents a compromise we might adopt to meet students halfway—bridging the gap between the conventional and the contemporary.
At the same time, students have discovered artificial intelligence—tools like ChatGPT by OpenAI—that can instantly fulfill nearly any informational need or curiosity, either through written or spoken interaction. It’s nearly inevitable that students will begin to ask themselves: “Why should I still go to school if I can find out everything I need to know using AI?”
Could ChatGPT become the new model of an educator?
Is it possible that, in 20 years, we might be replaced by friendly robots capable of analyzing students’ reactions in real time in order to adapt to their specific learning styles (visual, auditory, kinesthetic), or to accommodate learners with special educational needs (SEN)? Imagine a robot that takes attendance, delivers lessons through audio-visual materials, facilitates interactive games to reinforce knowledge, and then sends students exercises they can complete from home. Does this scenario sound utopian? Or dystopian? Could it actually be realistic?
The concept of the flipped classroom is built precisely on this idea: allowing students to study independently through various resources (whether created by teachers or not), while classroom time is dedicated to clarifying, reinforcing, or correcting their acquired knowledge. However, all of this could potentially be conducted entirely in digital format, with the assistance of adaptive AI. In such a case, the physical school might become merely a formal structure for education.
But then—would teachers still be necessary? What role would educators play in a future where delivering information and evaluating knowledge are no longer primary responsibilities? Could we, in fact, be replaced by machines? This is indeed a compelling “homework” question—and perhaps each educator must reflect on and formulate their own response.
Personally, I believe that humanity would not survive without interpersonal interaction, empathy, and emotional intelligence. This is precisely where the teacher’s role remains irreplaceable. We are not merely transmitters of knowledge or evaluators—we are much more than that. We provide emotional support, human warmth, and understanding to our students—elements that go far beyond academic content. No matter how advanced technology becomes, it will never be capable of offering genuine, heartfelt emotions or truly human responses. Therefore, my encouragement to fellow educators is this: let us recognize our value and use artificial intelligence as a personal assistant in teaching.
Today, we can design our lesson plans with the help of tools like Gamma, create interactive and differentiated teaching materials with platforms such as Wakelet, and even develop assessments using AI-powered applications like Kahoot or Padlet. In doing so, we can delegate the more rigid methodological tasks and focus instead on what we truly enjoy: engaging with students and crafting meaningful learning experiences
Bibliography
digitalpromise.org/initiative/artificial-intelligence-in-education/
www.jstor.org/stable/48707970?mag=artificial-intelligence-and-education-a-reading-list
www.researchgate.net/publication/348417508_Artificial_Intelligence_and_Learning