As AI in education approaches general intelligence, teachers face a crucial decision. They can teach students to think with AI or let them become passive users of machine-made answers. The reality in classrooms is straightforward—students are using AI as a quick answer machine. They watch TikTok tutorials to learn how to write perfect essays about Hamlet in just minutes.
This dilemma isn't just about cheating; it's also about the consequences that follow. It's about the future of human learning itself.
We may already be in the era of 'peak humanity'. We live in an era of high levels of education, reasoning, and creativity. This is true for many people, according to substantial research by Hamilton, Wiliam, and Hattie. AI is growing quickly. It can already match and even exceed many of our thinking skills. Because of this, we might have fewer reasons to learn and improve.
The question isn't whether to use AI in education—it's how to use it as a thinking partner rather than a replacement for thought.
The difference between these approaches matters more than most educators realize, as highlighted in educator Phillip Alcock's recent LinkedIn observation:
Answer Machine Approach:
Thinking Partner Approach:
This distinction becomes crucial when we consider that current AI systems already exceed the average human in numerous domains. AI systems can score higher than 90% of people on standardized tests. They also have verbal IQ scores in the top 0.02% of the population.
The stakes couldn't be higher. Research suggests we should work on the assumption that we may be only two years away from Artificial General Intelligence (AGI) capable of undertaking all complex human tasks to a higher standard than us.
If students become dependent on AI as an answer machine now, they risk what researchers call "mass downgrading of human capabilities." Many might even lose the ability to read and write, as these skills would serve no useful purpose in day-to-day living.
The irony is profound: just as AI makes thinking more important than ever, students are using it to avoid thinking altogether.
Progressive educators, such as Phillip Alcock at PBL Future Labs, are developing structured approaches to address this challenge. Their comprehensive 'BUILD Framework for Teaching Students to Think with AI' creates three types of learning missions designed to develop genuine AI literacy rather than AI dependency.
The BUILD framework acknowledges that various learning contexts necessitate distinct approaches to AI integration. Rather than adopting blanket policies that either ban or universally embrace AI, this framework offers nuanced guidance that helps students develop critical thinking skills while learning to collaborate effectively with AI tools.
Build thinking foundations through:
Students choose when to engage AI while building their personal AI toolbox:
Structured AI collaboration where students:
Rather than thinking of an AI policy, educators should approach it with guardrails or guidelines for schools to follow. These should include best teaching practices on how educators can critically utilize the tool while guiding students' use of the technology to foster critical thinking.
Process Documentation Requirements
Strategic Prompt Development
Critical Evaluation Protocols
Scaffolded Independence
Research reveals a critical distinction in how AI affects different learners. Expert knowledge workers can use AI to enhance their skills. AI can act as a sounding board for ideas. It can also serve as a technical lead for first drafts. Additionally, it can help improve text as a copy editor and verify facts.
However, the risk is that students might lose motivation to acquire foundational knowledge. Would we be motivated to learn things that machines can do in a fraction of a second, at near-zero cost?
This creates what we can call the "expertise paradox." Students need a basic understanding to utilize AI effectively. However, having AI makes them less motivated to learn that knowledge.
The solution isn't to ban AI in education but to fundamentally reimagine how we teach with it. Students who graduate today will work alongside AI for their entire careers. Those who can collaborate with these tools as thinking partners will have a significant advantage.
Consider this practical approach:
Week 1-2: Foundation Building
Week 3-4: Guided AI Collaboration
Weeks 5-8: Independent AI Partnership
We need to move fast. The window for establishing thoughtful AI integration practices is narrowing as these tools become more powerful and widespread.
The goal isn't to make students AI-dependent or AI-resistant, but AI-intelligent—capable of leveraging these powerful tools while maintaining their capacity for independent thought, creativity, and critical analysis.
We need to move fast. The window for establishing thoughtful AI integration practices is narrowing as these tools become more powerful and widespread.
The goal isn't to make students AI-dependent or AI-resistant, but AI-intelligent. Students should be able to leverage these powerful tools while maintaining their ability to think independently, creatively, and critically.
With Inchy’s Bookworm Vending Machine, physical rewards can drive digital literacy. Our Book Vending Machine and STEM Vending Machine programs create perfect opportunities to reward students who demonstrate thoughtful AI collaboration rather than passive consumption.
Imagine rewarding students with books when they:
Or incentivizing STEM exploration when students:
Our vending programs work because they make visible recognition of the learning behaviors we want to see. When students earn tokens for thinking WITH AI rather than letting AI think FOR them, it creates school-wide conversations about responsible AI use.
Program Implementation Ideas:
The beauty of combining physical rewards with digital learning is that it reinforces the human element we're trying to preserve. Students work harder to earn a tangible book or STEM kit, and in doing so, they develop the thinking skills that will serve them throughout their AI-enhanced careers.
How are you preparing students to be thinking partners with AI? Let our Book Vending Program and STEM Vending Program help you reward the right behaviors while building a culture of thoughtful AI integration.
How are you teaching students to be thinking partners with AI instead of passive consumers? Share your experiences in the comments below or join our Educator Community to discuss strategies with colleagues nationwide.