AI has entered the portals of educational institutions - schools, colleges, universities - at a speed that makes the entry of computers a generation ago seem glacial. Hrrmphs regarding the danger it poses as a detour for critical thinking in young minds is less Luddite than those who believed computers would signal the end of civilisation as we knew it. So, without sounding alarmist, guidance and policy must keep pace with rapid proliferation of generative AI in education. The urgency is driven by the fact that tech companies are turning to schools and universities across the world as potential consumers and clients - apart from the free options already available. In this case, 'caveat emptor' goes beyond the usual warning.

The aggressive marketing draws on the old playbook of computers to improve computer literacy. Again, Fomo is driving schools to sign up. For the education system at large, there is no need to shun this technology. On the contrary, familiarity is necessary to ensure that a new generation learns new ways of using it. Which is why it's more than helpful to draw on learnings from the old computer access programmes to develop necessary guidance for teachers, education administrators, curriculum developers and parents. Training on how to use AI in classrooms and beyond, as well as a tool to enhance teaching and the learning experience without undermining efforts to enhance critical thinking, cognitive skills and learning outcomes is essential.

AI's rapid deployment presents a challenge to accurately determine actual learning outcomes and learning loss. Efforts must be made to disincentivise AI as the option for students to 'outsource' their learning and learning outcomes. Make it an integral tool, not cheat sheet.