Generative artificial intelligence is often discussed in education through the lenses of speed, efficiency, content production and personalised support. However, education is not merely a process of accessing information quickly, finding the correct answer or producing an output in a short time. Education is fundamentally about learning to think, constructing meaning with others, developing one’s own ideas and using creative potential responsibly. Therefore, the real value of generative AI in education should not be measured by how quickly it provides answers, but by the extent to which it deepens students’ thinking, collaboration, questioning and creative production. This article discusses three meaningful areas in which generative AI can support education: dialogue-based individual learning, collaborative learning and the development of creativity. The central argument is that when generative AI is designed with clear pedagogical purposes, guided by teachers and used in ways that preserve human agency, it can become not a machine that thinks on behalf of students, but a learning partner that makes students’ thinking visible, strengthens teacher guidance and gives learning a more human depth.
Adil TUĞYAN (Sun,) studied this question.