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This opinion piece critically examines the integration of artificial intelligence (AI) into education, arguing that it must be guided by clearly articulated educational purposes rather than by technological enthusiasm alone. Drawing on my experience as a practitioner–researcher, I highlight the persistent gap between policy narratives of modernisation and the realities of classroom practice, where teachers confront new pressures of workload, identity, and accountability. I propose a critical differentiation between AI literacy, the essential knowledge for students and teachers about what AI is, how it works, and its ethical implications, and AI in education, the integration of AI systems into teaching, learning, and leadership. Conflating these two complementary domains, I argue, risks misdirecting policy and practice. Drawing on the broader ‘alignment problem’ in AI ethics, I contend that education, as a purpose-driven field, requires particular vigilance: while how AI is integrated matters, the fundamental question remains why it is integrated. I illustrate this argument through implications for learners’ cognitive development, teacher workload, and the risks of automation bias and digital colonialism. The article concludes by suggesting principles for purposeful AI integration, indicative recommendations for educators and policymakers, and a research agenda to explore potential long-term consequences.
Ayman Hefnawi (Tue,) studied this question.