Muscat – Technology is reshaping the way children and adolescents learn, creating an educational experience unlike that of previous generations. Artificial intelligence (AI) tools are now part of classrooms, offering personalised support and interactive platforms that anticipate learning needs. While these tools open opportunities for creativity and critical thinking, they also raise concerns about dependence, […]

Muscat – Technology is reshaping the way children and adolescents learn, creating an educational experience unlike that of previous generations. Artificial intelligence (AI) tools are now part of classrooms, offering personalised support and interactive platforms that anticipate learning needs. While these tools open opportunities for creativity and critical thinking, they also raise concerns about dependence, imagination and privacy.

Saud bin Abdullah al Maawali, an AI specialist, described the change as a “knowledge revolution”. He said, “AI tools are becoming mirrors that reflect the human mind, but at the same time they raise questions about the limits of freedom and creativity in the educational process.” According to him, AI makes it possible to design personalised learning environments, but the risk lies in reducing the learner’s ability to explore independently.

The core challenge, experts say, is balance – using AI to support learning while preserving the teacher’s role in building character and fostering curiosity. Maawali added that schools must remain places for dialogue and creativity, not only testing and memorisation. “The future lies not in replacing humans with algorithms, but in creating integration between the two,” he said.

Khalid bin al Safi al Huraibi, who studies AI applications, linked the debate to history, noting that the word ‘algorithm’ originates from the Arab mathematician Muhammad ibn Musa al Khwarizmi. He said this legacy reminds societies that they are not merely users of technology but part of a tradition of innovation. He cited regional initiatives such as the iSchool programme and global examples from Finland and Singapore that use AI to strengthen teamwork and problem-solving skills.

Highlighting both the opportunities and risks of AI in education, Dr Kamal al Sabbahi, a technologist, said, “Smart platforms act like private tutors available 24/7”, providing cost-effective solutions and personalised lessons. However, he warned of overreliance. “If we allow AI to do too much, we risk weakening children’s ability to think critically and persevere,” he said, stressing the need for policies to protect children’s privacy and prevent misuse of their data.

For Saad bin Rabie al Araimi, an expert on future tools, the concern goes beyond academic performance to social development. He noted that while AI can tailor lessons and boost confidence, it cannot replicate empathy. “Human relationships are not just information exchange, but living emotional experiences,” he said. He warned that excessive dependence on AI may reduce children’s ability to read emotions and build meaningful connections.

Experts agree that AI is now an inevitable part of education. The task ahead, they emphasise, is to ensure it complements rather than replaces the human role, keeping education a journey of discovery rooted in both knowledge and empathy.