Learning in the Age of AI: Embarking on a New Educational Era

In collaboration with the Bertha-von-Suttner Schooland the AI Hub Frankfurt, we hosted a forum dedicated to exploring how Artificial Intelligence is transforming the educational landscape. Under the theme "Rethinking Sustainable Education in the AI Era," numerous interested guests from the education sector, alongside renowned experts from academia, research, and industry, gathered at the Bertha-von-Suttner School in Mörfelden-Walldorf to engage in discussions and workshops on the topic.

Inspiring New Education Approaches

Professor Andreas Dengel from Goethe University Frankfurt, Dengel inaugurated the forum with a compelling keynote speech, peppered with a personal anecdote from his own school days. As an avid gamer, he once revealed to his teachers that he had learned more about history through the strategy game Age of Empires than in traditional lessons. What was met with confusion at the time now symbolizes a debate challenging the very foundations of the education system: How must schools evolve when digital technologies and Artificial Intelligence redefine the learning process?

Dengel firmly believes that education must become more individualized and interest-driven. Students are not homogenous learning groups but "subjective individuals," as he emphasizes. From this understanding emerges a paradigm shift: moving away from standardized content and towards nurturing individual strengths. Questions like "What interests you?" "What are you good at?" "What do you need?" should be central to educational efforts.

Dengel describes the transition from one medium to another – from vinyl records to streaming services – as a historical pattern that is also unfolding in schools. The crucial question is no longer whether Artificial Intelligence will be part of classroom teaching but how it will be integrated. AI can facilitate interest-driven learning and open individual pathways to education. For instance, when writing an essay, the setting – whether a pony farm or a distant planet – is less important for assessment than ensuring the story connects to the students' world and preferences. Artificial intelligence can create such creative spaces by offering suggestions, generating texts, or providing personalized feedback.

Dengel humorously concluded his lecture with a nod to educational history: "It makes no sense to acquire them." Surprisingly, he was not referring to AI but to the chalkboard, whose introduction over a hundred years ago was also met with skepticism. The parallel is clear: where a new medium was once discussed as a pedagogical revolution, AI now occupies the center of the debate.

Panel Discussion: More than a "Calculator for Essays"

A quote from the Hessian Minister of Education, describing Artificial Intelligence as the "calculator for essays," marked the start of a vibrant panel discussion and provided a fitting counterpoint to the panel's main message: AI is far more than a practical tool. It can not only simplify teaching but fundamentally transform it. The panelists unanimously agreed that the technology offers significant opportunities, such as personalized learning processes, tailored feedback, and fostering specific interests. When used correctly, AI can help strengthen fairness in the education system and prevent digital divides. However, more than just technical tools are needed; new didactic concepts are necessary to pedagogically integrate AI and challenge existing structures. Traditional exams are increasingly coming under scrutiny.

Paradigm Shift Announced

Axel Krommer, senior academic at the Friedrich-Alexander University Erlangen-Nürnberg, contextualized the current debate within a broader cultural-historical framework: new paradigms have historically been initially rejected – from the printing press to digitalization. Even ChatGPT faced skepticism. Yet, the real challenge is not the technology itself but the shift in performance assessment: whether an essay was created with AI or by parents is often indistinguishable for teachers.

The concern that students might become "dumber" through AI was not shared by the panel participants. On the contrary, AI can—just as calculators once did in math lessons—create new spaces to tackle more complex subjects. It is crucial to educate students in the critical use of such tools and equip teachers with the necessary competencies to meaningfully integrate AI into teaching.

Krommer went even further: "Grades are fairy tales for adults," he provocatively stated. He advocated for moving away from traditional examination systems in favor of continuous evaluation throughout the learning process. A personal example supported this view: during the swimming test for his child, all the children were nervous—until the instructor explained that all requirements had already been met during training. No one would be assessed on a single day. This, he argued, should also be the approach in schools.

Trust Instead of Prohibition

The mobile phone ban in Hessian schools was also discussed controversially. Krommer called it a "sign of complete helplessness." A categorical ban does not solve pedagogical challenges; rather, it prevents children from learning how to responsibly use digital devices. Education and trust are needed here – not isolation.  

A survey among students additionally revealed that many believe teachers cannot discern whether a text was created using AI. Media law attorney Antonia Dufeu clarified that using ChatGPT is not legally prohibited. While it may constitute an attempt at deception, it is not a copyright infringement. However, the principle remains: "AI tools simulate competence." To use them effectively, one must possess a good sense of language and expression. Only then can the quality of machine-generated content be reliably assessed. Language education remains central – even in the age of AI.

Survey of 700 Students

A survey conducted by statworx and the Bertha-von-Suttner School prior to the forum shows that Artificial Intelligence is already an integral part of many school realities but also causes uncertainty. Around 42% of respondents use AI more frequently than Google when searching for information. This is a significant issue, as outputs from ChatGPT and similar technologies can be factually incorrect. However, the technology is particularly favored for better understanding of learning content (48%).  

While some students likely place too much trust in AI, many of their peers remain skeptical: over a third reject AI use in school tasks due to fears of learning deficits, intellectual laziness, or unfair advantages. Writing subjects are considered particularly vulnerable. Ethical concerns, such as fears of dependency or loss of personality, also play a role.  

For the new school subject "Digital World," many students desire a thorough examination of the opportunities and risks associated with AI. This includes not only technical skills but also education on deepfakes, data protection, and fake news. The results show that students want to know not only how AI functions but also when and for what purpose it is useful.

Conclusion: Education Requires Stance – Even in Dealing with AI

The forum demonstrated that Artificial Intelligence is not the answer to all educational questions but a powerful catalyst for necessary changes. Technological progress challenges us to rethink schools—more individualized, equitable, and life-centered. This requires educational concepts that build trust, strengthen digital competencies, and foster critical engagement with AI.  

Education in the AI era is not a given—it is a task of shaping the future. And it begins with the stance of how we want to understand learning. The question remains: Will AI become the calculator for essays—or the catalyst for a new educational era?