The integration of generative artificial intelligence into education is reshaping the processes of learning, teaching, and assessment. This article analyses the implications of this transformation from four complementary perspectives: (1) the reflexive character of AI as a “mirror” of human thought and the cognitive maturity test it imposes; (2) the restructuring of cognitive processes and the risks of diminished metacognitive engagement; (3) the redefinition of human-specific competences in relation to AI capabilities; and (4) the need for human-centred curriculum design and assessment redesign to support authentic learning. Drawing on recent specialised literature and OECD reports (2025, 2026), the analysis reveals a central tension between the potential for learning personalisation at scale and the risk of the “mirage of false mastery” – a phenomenon whereby AI-generated outputs mask the underdevelopment of fundamental competences. The article argues for “pedagogical intentionality” – a deliberate reorientation from AI-driven products toward human-centred processes, prioritising the development of transversal, socio-emotional, and metacognitive competences as a response to the challenges and opportunities of AI in education.
Istrate et al. (2026) studied this question.