Abstract This exploratory study investigates the potential trajectories of education through a unique thought experiment conducted using three artificial intelligence (AI)-powered chatbots, namely GPT-4o, Gemini 2.0 Flash, and DeepSeek R1. The chatbots were tasked with generating both utopian and dystopian scenarios for the future of education, providing a glimpse into how these systems conceptualize key themes such as equity, creativity, and technology integration. A comparative analysis of the scenarios reveals shared trends and critical differences. Utopian visions commonly emphasize equity, collaboration, and sustainability, while dystopian scenarios caution against inequity, control, and the erosion of individuality. Remarkably, AI frequently appears as a central driver of change within these scenarios, reflecting the underlying assumptions embedded in these chatbot systems. This experiment not only highlights recurring patterns in AI-generated futures but also raises critical questions about the potential blind spots, omissions, and biases embedded in such tools. The findings prompt reflection on the value of AI in speculative future thinking and its limitations in capturing the complexities of education. Implications for policymakers, educators, and technologists include the need to critically assess AI’s role in shaping discourse about education and ensure that human values, equity, and sustainability guide future educational frameworks.
Jessie Ming Sin Wong (Sun,) studied this question.