Global investment in artificial intelligence has reached unprecedented levels, yet investment in preparing the human mind to receive, process, and consciously use it remains critically underdeveloped. This article argues that the central problem in contemporary education is no longer access to information, but the capacity to transform it into insight, judgment, and conscious action — a distance this article names the Insight Gap. Drawing on cognitive science, learning theory, and AI-in-education research, the article develops a reflective conceptual framework comprising three interconnected constructs: the Insight Gap, the Direction Gap, and Insight Architecting. Together, these constructs explain why memory-based education is increasingly insufficient in an era of information abundance and why insight-centered education — grounded in the learner's question, deep processing, and functional judgment — offers a more generative alternative.Under review at Thinking Skills and Creativity (Elsevier). Manuscript number: TSC-D-26-01474
Mohammad Forghani (Thu,) studied this question.